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新目标九年英语英文教案 Unit 3
新目标九年英语英文教案Unit 3 Teenagers should be allowed to choose their own clothes. Unit 3 Teenagers should be allowed to choose their own clothes. Part 1: Teaching design (第一部分：教学设计) Structures: should be allowed to Target language: I think sixteen-year-olds should be allowed to drive. I disagree. I think sixteen is too young. Do you think thirteen-year-olds should be allowed to have part-time jobs? No, I don’t. Vocabulary: allow, pierce, silly, stay up, drive, driver’s license, Do you think…? I agree. I disagree. I don’t agree. Learning strategies: Reflecting Transforming information Section A Goals ●To learn to use should be allowed to ●To listen and speak about school life Procedures Warming up by learning new words To start with, let’s first go to page 147 to go over the vocabulary for this unit. Read to the tape and try to learn off them by heart. Warming up by learning about “should be allowed to” We shall first learn to use the structures: “should be allowed to”. It is actually part of the passive uses of English. Tense Subject Auxiliary Past Participle Singular Plural Present The car/cars is are designed. Present perfect The car/cars has been have been designed. Past The car/cars was were designed. Past perfect The car/cars had been had been designed. Future The car/cars will be will be designed. Future perfect The car/cars will have been will have been designed. Present progressive The car/cars is being are being designed. Past progressive The car/cars was being were being designed. “should be allowed to” can be used like this: He should be allowed to come. Animals should be allowed to live in the forest. Children should be allowed to watch TV at weekends. 1a Reading and circling For practice of the “should be allowed to” read the statements in the box on page 18 and circle A for agree or D disagree. 1b Listening and circling Listen and circle “T” for true or “F” for false beside the statements in the box on page 18. Tapescript Woman:So, what are you doing this afternoon, Anna? Girl:I’m going to the mall with John. He just got his driver’s license. Woman:I’m sorry. You can’t go with John. I don’t think sixteen-year-olds should be allowed to drive. They aren’t serious enough at that age. Girl:But I have to go to the mall. Gaby’s getting her ears pierced and I want to watch. Woman:I don’t think sixteen-year-olds should be allowed to get their ears pierced. They might be sorry later. Girl:I agree, but it’s fun to watch. Is it OK if we take the bus? Woman:Well, I guess so. Girl:Great! I want to buy a new blouse at the mall, too. Woman:What kind are you going to buy? Maybe I should go with you. Girl:Aw, Mom. I’m not a child. I think teenagers should be allowed to choose their own clothes. Woman:Well, I just want to be sure you get something nice. Now try to copy the expression_rs from the listening tapescript on the blackboard into your notebook. go to the mall with…, get one’s driver’s license, go with…, allow… to drive, be not serious enough, at that age, get one’s ears pierced, be allowed to get one’s ears pierced, be sorry later, it’s fun to watch, it is OK if…, take the bus, guess so, buy a new blouse at the mall, go with…, should be allowed to choose one’s own clothes, get something nice 1c Doing pairwork In pairs look at the statements in activity 1a and make conversation. You may use the phrases in the box on page 18 A: I think teenagers should be allowed to go out with their friends. B: I agree. They are old enough. A: I think teenagers should be allowed to go to the mall with their classmates. A: I think teenagers should be allowed to get their driver’s license. A: I think teenagers should be allowed to drive. A: I think teenagers should be allowed to get their ears pierced. A:I think teenagers should be allowed to watch TV at weekends. A: I think teenagers should be allowed to take the school bus. A: I think teenagers should be allowed to buy a new blouse at the mall A: I think teenagers should be allowed to choose their own clothes. B: I agree. They are old/ clever/ strong/ bright/ serious/ kind/ careful/ lucky/ enough. 2a Listening and checking Next we are going to listen and check on page 19 what Kathy thinks. You may circle “Agree”, “Disagree”, or “Doesn’t know” to show what Molly thinks. Tapescript Molly: Larry is working late again tonight, Kathy. Kathy: I know, Molly. I don’t think sixteen-year-olds should be allowed to work at night. Young people need to sleep. Molly: I disagree with you. Teenage boys never get tired. Kathy: Well, maybe. But Larry shouldn’t work every night. Molly: Oh, I agree. He needs time to do homework. Kathy: You know, Molly… he should really cut his hair. Molly: Oh, I disagree. I kind of like it. It looks cool! Kathy: You know what worries me―Larry doesn’t seem to have many friends. Molly: Yeah, I know. I think he shouldn’t work on weekends. Kathy: Oh I agree, Molly. He needs to spend time with friends. Molly: Like you and me? Kathy: Maybe. 2b Listening and numbering You are going to listen again to the recording just now to number Kathy’s and Molly’s reasons in the correct order on page 19. Now you shall copy all the important expression_rs from the listening script. work late, sixteen-year-olds, be allowed to work at night, disagree with…, get tired, work every night, do homework, cut one’s hair, kind of like…, looks cool, have many friends, work on weekends, spend time with … 2c Doing pairwork Next you are going to make in pairs a list of things teenagers should and should not be allowed to do. Discuss your list with your partner. A: Do you think teenagers should be allowed to drive? B: Yes, I think so. A: Do you think teenagers should be allowed to work late at night? B: No, I don’t think so. I don’t think they should be allowed to work late at night. They need to get enough sleep. A: Do you think teenagers should be allowed to disagree with their teachers? B: Yes, I think so. A: Do you think teenagers should be allowed to get tired doing their homework? B: No, I don’t think so. A: Do you think teenagers should be allowed to work every night? B: Yes, I think so. A: Do you think teenagers should be allowed to cut one’s hair? B: Yes, I think so. I kind of like my own style. It looks cool. A: Do you think teenagers should be allowed to have many friends? B: No, I don’t think so. They may meet bad people if they have too many friends. A: Do you think teenagers should be allowed to work on weekends? B: It depends on what they do. They may spend time with parents on weekends. 3a Reading and writing You are to read a dialogue between Sun Fei and Wu Yu on page 20. After reading you shall write in the chart Sun Fei’s and WuYu’s rules. Use “Don’t…” and “You can” to express your ideas. Jot down all the useful phrases form their dialogue. have a lot of rules, at one’s house, for example, stay at home, on school nights, study at a friend’s house, go to the movies, on Friday nights, to be home by 10:00 pm, on Saturday afternoons, go shopping with…, choose one’s own…, get one’s ears pierced 3b Doing pairwork In pairs role play the conversation in 3a using the information in the chart on page 20. A: What rules do you have at home? B: Well, I’m not allowed to go out on school nights. How about you? A: I’m not allowed to go out on school nights either. But I can watch TV with my sister. A: What rules do you have at school? B: Well, We’re not allowed to go out to movies on school nights. How about you? A: We’re not allowed to go out to movies on school nights either. But We can watch VCD with our teachers on the school playground. 4 Doing groupwork Turn to page 20 and find someone in your group who has to go home after school, who is allowed to stay up until 11:00 pm, who has to stay at home on school nights, who is allowed to watch TV every night, who had to clean up his room every morning.Part 1: Teaching design (第一部分：教学设计)
Structures: Passive voice (questions and statements)
Target language: When was the telephone invented?
I think it was invented in 1876.
Vocabulary: salty, sweet, sour, crispy, pleasant, potato chips, slipper, leaf, fire, scoop, light bulb, telescope, microwave oven, abacus, camera, beverage, be invented by, be used for, by mistake, by accident
Learning strategies: Brainstorming, Role playing
SECTION A
Goals
●To learn to use Passive voice (questions and statements)
●To listen, talk and read about invention
Procedures
Warming up by learn about Passive voice (questions and statements)
Passive Verb Formation
Tense Subject Auxiliary Past
Participle
Singular Plural
Present The car/cars is are designed.
Present perfect The car/cars has been have been designed.
Past The car/cars was were designed.
Past perfect The car/cars had been had been designed.
Future The car/cars will be will be designed.
Future perfect The car/cars will have been will have been designed.
Present progressive The car/cars is being are being designed.
Past progressive The car/cars was being were being designed
Pay attention to the passive voice of “give”.
Active Professor Villa gave Jorge an A.
Passive An A was given to Jorge by Professor Villa.
Passive Jorge was given an A.
1a Doing group work
Look at the things on page 68. Number them in the order of their invention.
A: I think the telephone was invented before the car.
B: Well, I think the telephone was invented after the car.
Televisor 1925 John L. Baird Scottish
A: I think the televisor was invented before the computer.
B: Well, I think the televisor was invented after the computer.
Telephone 1876 A.G. Bell American
A: I think the calculator was invented before the plane.
B: Well, I think the calculator was invented after the planer.
1b Listening and matching
Listen to the recording and match the inventions with the dates.
Tapescript
Girl: Life must have been difficult when you were a kid.
Woman: Oh, not really. Why do you say that?
Girl: Well, you didn’t have many modern inventions. Like, you probably didn’t have a telephone, right?
Woman: Of course we did! How old do you think I am? The telephone was invented in 1876.
Girl: How about cars? I bet cars weren’t invented yet.
Woman: Sure they were. Cars were invented in 1885. My family had a car. I think you need to take a history class, Alice.
Girl: Ha, ha! Well, did you have a TV?
Woman: No, we didn’t. The TV was invented around 1927, I think. Some friends of mine had one. But in those days, TVs were really expensive, and we couldn’t afford one.
Girl: And I bet you didn’t have calculators and computers and stuff. That’s something I do know. We learned in school that hand-held calculator were invented in 1971 and personal computers were invented in 1976.
Woman: You’re right. I didn’t have those things when I was young. But I do now!
The things in the pictures were invented in the following order.
The telephone was invented in 1876.
Cars were invented in 1885.
The TV was invented around 1927.
The hand-held calculator were invented in 1971.
The personal computers were invented in 1976.
Now you are going to read the listening tapescript. Blacken the passive voice, circle all the linking words and underline all the useful expressions.
1c Doing pairwork
In pairs, one covers the dates and the other asks him when the things in the pictures on page 68 were invented. Then change roles and practice again.
A: When was the telephone invented?
B: I think it was invented in 1876.
A: When was the car invented?
B: I think it was invented in 1885.
A: When was the TV invented?
B: I think it was invented around 1927.
A: When was the hand-held calculator invented?
B: I think it was invented in 1971.
2a Listening and numbering
Next you are going to listen to a tapescript and number the inventions in the order that you hear them.
Tapescript
Boy: What are those?
Girl: They’re battery-operated slippers.
Boy: What are they used for?
Girl: They’re used for seeing in the dark.
Boy: Oh, that’s cool! Who were they invented by?
Girl: Julie Thompson. And look at this heated ice cream scoop.
Boy: I know what it’s for! It’s used for scooping out really cold ice cream.
Girl: Right. It was invented by Chelsea Lanmon.
Boy: My favorite are those shoes with adjustable heels. You know-you can move the heels up and down. They were invented by Jayce Coziar and Jamie Ellsworth.
Girl: And what are they used for?
Boy: Well, you can change the style of your shoes. You can make the shoes go from casual to dressy.
The inventions are heard in the following order.
battery-operated slippers→heated ice cream scoop→shoes with adjustable heels
2b Listening and matching
You shall listen to the recording again and match the items in the chart on page 69 in columns A, B, and C.
A: Invention B: Who was it/ were they invented by? C: What is it/ are they used for?
Shoes with adjustable heels Chelsea Lanmon Scooping really cold ice cream
Battery-operated sneakers Jayce Coziar and Jamie Ellsworth Seeing in the dark
Heated ice cream scoop Julie Thompson Changing the style of the shoes
2c Doing pairwork
Role play the conversations using the information in the chart in the middle of page 69. Pay attention to the formation of passive voice.
A: What are the shoes with adjustable heels used for?
B: They are used for changing the style of the shoes.
A: What are the battery-operated sneakers used for?
B: They are used for seeing in the dark.
A: What is the heated ice cream scoop used for?
B: It is used for scooping really cold ice cream.
3a Doing pairwork
There are two kinds of inventions. One is helpful invention, and the other is annoying invention. Now in pairs make a list of five helpful inventions and five annoying inventions.
Helpful inventions Annoying inventions
Example: telephone Example: alarm clock
1. plane 1. atomic bomb
2. computer 2. missile
3. bike 3. rifle
4. car 4. chemical weapon
5. train 5. alarm clock
3b Doing pairwork
In pairs discuss your opinions in 3a with your partner.
A: What do you think is the most helpful invention?
B: I think the most helpful invention is the light bulb.
A: Why is that?
B: Well, it gives people more time to work and play every day.
A: What do you think is the most annoying invention?
B: I think the most helpful invention is the atomic bomb.
A: Why is that?
B: Well, it gives people more power to kill others.
A: What do you think is the less helpful invention?
B: I think the less helpful invention is the car.
A: Why is that?
B: Well, it makes it possible for people to move to distant places faster.
4 Doing groupwork
Imagine you are left alone on a small island in the sea. If you are allowed to take five inventions along with you, what would you take?
I like to take the followings with me.
knife flashlight handphone telescope gun
SECTION B
Goals
●To learn to use passive voice (questions and statements)
●To read about tea
Procedures
Warming up by making passive sentences
Hello, everyone. This week we learn to use passive voice (questions and statements). Now we shall begin by making passive sentences (questions and statements).
I was frustrated by his reply. His death was caused by his hard work.
Was the problem solved? His last hope was given up.
His English pronunciation is influenced by his Chinese. His attention was concentrated on his disease.
When was your radio set lost? Was her order obeyed?
Was she terrified by her face? When was his house burned?
1a Looking and writing
On page 71 you will find some adjectives used to describe how food tastes. Look at the pictures and write them under the correct picture. Note that some pictures have more than one word.
Do you like sweet drinks?
The crackers aren’t crisp. They must have got wet.
This soup is very salty.
I like to drink sour milk.
These oranges are as sour as lemons.
1b Writing the names
On page 71 you will find in the box some adjectives used to describe food. Now read each of them and write the name of a different food after each of them.
Sweet apple→ crispy crackers→ salty water→ sour rice
2a Listening and circling
On page 71 in the middle of the page you will find 6 statements. Listen to the recording and circle T or F.
Tapescript
Boy1: Hey, did you know that potato chips were invented by mistake?
Boy2: Really? What do you mean?
Boy1: Well, here on the bag it says that they were invented by a chef called George Crum.
Boy2: When was that?
Boy1: Oh, it was back in 1853.
Boy2: So, why was it an accident?
Boy1: Well, one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick.
Boy2: So what happened?
Boy1: Well, George was in a bad mood, so he cut the potatoes really, really thin, and he cooked them for a long time until they were crispy. And he sprinkled lots of salt on them so they were really salty. He thought the customer would hate them.
Boy2: And?
Boy1: And the customer loved them and asked for more. He told the other customers about them, and soon everyone was ordering thinly-sliced, crispy, salty potato chips.
Boy2: And we’re still eating them today. What a cool story!
Boy1: Yeah.
(The keys: 1. T 2. F 3. T 4. F 5. F 6.T)
Now read the tapescript and copy down all the useful expressions into your notebook.
be invented by mistake, on the bag, back in 1853, one day, in the restaurant, send… back, a plate of fried potatoes, be cut too thick, in a bad mood, cut…really, really thin, cook…a long time, sprinkle… on…, hate…, asked for…, tell… about…, thinly-sliced, crispy, salty potato chips, a cool story
2b Listening and completing
You are going to listen to the tapescript and complete the sentences on page 71 in the box.
The history of chips
Do you know that potato chips were invented by mistake? Chips were invented by a chef called George Crum. They were invented in 1853. George Crum cooked them for a long time until they were crispy. And he sprinkled lots of salt on them so they were really salty.
2c Doing pairwork
Next you are going to role play the conversations about the invention of the potato chip. Use the information from the activities above.
The invention of the potato chip
A: Do you know that potato chips were invented by mistake?
B: I don’t know.
A: They were invented by a chef called George Crum.
B: When was that?
A: It was invented back in 1853.
B: Was it an accident?
A: A customer sent back his plate of fried potatoes because they were cut too thick. George cut the potatoes really, really thin. And he cooked them for a long time until they were crispy. He sprinkled lots of salt on them so they were really salty.
B: Did the customer loved them?
A: Yes, they asked for more. Everyone was ordering thinly-sliced, crispy, salty potato chips.
B: We like them, too.
A: So do I.
3a Reading and answering
Now let’s read to find out who invented tea. While you read, circle all the linking words and underline all the useful expressions.
Who invented tea?
Do you know that tea, the most popular drink in the world（after water）, was invented by accident? Although tea wasn’t brought to the Western world until 1610, this beverage was discovered over three thousand years before that. According to an ancient Chinese legend, the emperor Shen Nong discovered tea when he was boiling drinking water over an open fire. Some leaves from a nearby bush fell into the water and remained there for some time. The emperor noticed that the leaves in the water produced a pleasant smell. Later he decided to taste the hot mixture. It was quite delicious. And in this way, one of the world’s favorite drinks was invented.
After you read, answer the 4 questions following the article.
1. What is the article about? It is about the invention of tea.
2.When was it invented? It was invented over three thousand years before 1610.
3.Who was it invented by? It was invented by Shen Nong.
4. How was it invented?
The emperor Shen Nong noticed that the leaves from a nearby bush in the water produced a pleasant smell. He tasted the hot mixture. It was quite delicious.
3b Writing an article
On page 72 you will find notes in the box on the left. Write an article using the notes about the invention of the flying disk.
From pie plate to flying disk
A baker named William Russel Frisbie, of Warren, Connecticut, and later of Bridgeport, came up with a clever marketing idea back in the 1870s. He put the family name in relief on the bottom of the light tin pans in which his company’s homemade pies were sold. The pans were reusable, but every time a housewife started to bake a pie in one, she would see the name Frisbie and, it was hoped, think, “How much easier to buy one”. Eventually Mr. Frisbie’s pies were sold throughout much of Connecticut, including New Haven.
There, sometime in the 1940s, Yale students began sailing the pie tins through the air and catching them. A decade later, out in California, a flying-saucer enthusiast named Walter Frederick Morrison designed a saucer-like disk for playing catch. It was produced by a company named Wham-O. On a promotional tour of college campuses, the president of Wham-O encountered the pie-plate-tossing craze at Yale. And so the flying saucer from California was renamed after the pie plate from Connecticut. Of course the name was changed from Frisbie to Frisbee to avoid any legal problems.
4a Thinking and invention
We all have things that we don’t liking doing. Why not think of an invention that could help you. Write the details of your invention in the chart on page 72.
Problem Learning English
New invention A machine that translates English into Chinese
Use The machine “sees” the written English, and shows the translation.
The machine “hears” the spoken English, and repeats it in Chinese.
Price 100 yuan each
4b Doing pairwork
In pairs ask each other questions about inventions, and try to sell your invention to your partner.
You may begin as is shown in the box on page 72.
A: This special pen was invented by Zheng Jie. It has three colors and it is used for learning English.
B: How is it special?
A: When the red color is turned on, the pen reads out English as it is moved along the line.
B: When about the black color?
A: When the black color is turned on, the pen finds out the structure of the sentences as it is moved along the line.
B: When about the yellow color?
A: When the yellow color is turned on, the pen shows the formation and meaning of the word as it is moved along the line.
B: Wonderful! Where can I get one?
A: I am the shop owner selling this kind of pen.
…
Closing down by talking about invention
Invention: abacus in c3000 BC
Invention: abacus
Function: A counting device: a mechanical device for making calculations consisting of a frame mounted with rods along which beads or balls are moved
Nationality: Chinese
Invention: Coca-Cola in 1886
Definition: noun / trademark
Function: Popular carbonated soft drink colored usually with caramel and flavored usually with extracts from kola nuts and sweeteners
Trademark: U.S. issued 1893
Inventor: John Stith Pemberton
Criteria; First to invent. Entrepreneur.
Birth: July 8, 1831 in Rome, Georgia
Death: August 16, 1888 in Columbus, Georgia
Nationality: American
SELF CHECK
1 Filling blanks
On page 73 is a box with 4 sentences. Read the sentences and fill in the blank with a correct word.
crispy sweet salty sour
1. I don’t like eating chocolate. The taste is too sweet.
2. Mom added salt but it still wasn’t salty enough.
3. I prefer lemons to oranges. I like the sour taste.
4. She likes crispy cookies. They are hard, dry and easily broken.
Now you are asked to make your own sentences with each of the four words.
1. The snow is crispy. The crackers aren’t crispy. They must have got wet.
2. My coffee is too sweet-I put two spoonfuls of sugar in it. Do you like sweet drinks?
3. Sea water is very salty. This soup is very salty. I think you have put too much salt in it.
4. These oranges are as sour as lemons.
2 Writing about inventions on page 73
3000 BC - The abacus, built out of wood and beads, used the concepts of one set of objects standing in for objects in another set, but also the concept of a single object standing for a collection of objects-positional notation.
- Early tables, named abaci, formalized counting and introduced the concept of positional notation.
- Early man counted by means of matching one set of objects with another set (stones and sheep).
invention, history, inventor of, history of, who invented, invention of, fascinating facts.
The basic umbrella was invented over four thousand years ago. We have seen evidence of umbrellas in the ancient art and artifacts of Egypt, Assyria, Greece, and China.
These ancient umbrellas or parasols, were first designed to provide shade from the sun. The Chinese were the first to waterproof their umbrellas for use as rain protection.
Soon after telescopes were invented, people started to fasten two of the long tubes together to make binoculars (from the Latin “two eyes”).
Around 1900, a German physicist named Ernst Abbe made a pair of binoculars using prisms. The triangular prisms each reflected the incoming light twice. This meant it was possible to make a shorter instrument. The two prisms also flipped the image upright.
Camera
The history of the camera - Camera Obscura, photography, the significant processes of photography, and who invented the polaroid and photographic film.
In 1818, Baron von Drais introduced a machine to the public in Paris. It had two in-line wheels connected by a wooden frame. The rider sat astride and pushed it along with his feet, while steering the front wheel.
Just for fun!
Look at the pictures below and tell about what you see. Use as many examples of passive voice (questions and statements) as possible.
Reading: Do you know when basketball was invented?
Before you read, listen and read aloud to the recording of passage. Make your reading as close to the recording as possible.
While you read, divide (/) the sentences into groups of thought, circle the predicates in passive voice and underline all the useful expressions.
Do you know when basketball was invented?
If you travel around China/ you will notice a very popular activity /everywhere you go- basketball. This much-loved and active sport is enjoyed/ by all, for fun and exercise.
The sport of basketball is a little more than a hundred years old. It is played/ by more than 100 million people/ in over 200 countries /including China, where basketball has been played/ in parks, schools, and even in factories.
Basketball was invented/ by a Canadian doctor/ named James Naismith, who was born/ in 1861. When he was at college, his class was once asked/ to invent a new game/ that could be played/ indoors/ during the long winters. Dr Naismith created a game/ to be played/ on a hard wooden floor, so/ the safety of the players/ was important. Knocking into players/ and falling down would be dangerous.
Dr Naismith divided the men/ in his class/ into two teams, and taught them/ how to play his new game. The aim of basketball is for players/ to try to get a ball/ into the “basket”: a net/ hanging from a metal hoop. Players shoot/ from below the basket, and sometimes/ the “backboard” is used/ for guiding the ball/ into the basket. Players move/ towards one end of the court/ while throwing the ball/ to each other.
It is believed that/ on December 21st, 1891, the first basketball game/ in history/ was played. Then/ in 1936/ in Berlin, it became an Olympic event. A team/ from China/ took part, and although they didn’t win/ they used the experience/ to help develop the game/ at home. Since then, the popularity of basketball has risen/ worldwide, and the number of foreign players/ in America’s NBA （National Basketball Association）has increased. Basketball has also become a more popular sport/ for people/ to watch, and many young people/ dream of becoming famous basketball players.
After you read, copy down all the useful expressions into your phrase book.
travel around…, notice a very popular activity, a much-loved and active sport, be enjoyed by…, for fun and exercise, a little more than…, be played by…, in over 200 countries, be played in…, be invented by…, be born in…, at college, invent a new game, be played indoors, during the long winters, create a game, be played on a hard wooden floor, the safety of …, knock into…, fall down, divide… into…, teach… how to play…, get a ball into…, a net hanging from…, shoot from below…, be used for …, guide…into…, move towards…, throw…to…, on December 21st, 1891, in history, in 1936, in Berlin, an Olympic event, a team from China, take part, used… to help develop the game, at home, since then, rise worldwide, become a more popular sport, dream of becoming famous basketball players.
Part 2: Teaching Resources（第二部分：教学资源）
I.What is invention?
An invention is a new thing that someone has made. The computer was an invention when it was first made. We say when it was “invented”. New things that are made or created are called inventions. The car is an invention that everyone knows.
Ideas are also called inventions. Writers can invent characters, and then invent a story about them.
II. What is an inventor?
An inventor is a person who creates new inventions, typically technical devices such as mechanical, electrical or software devices or methods. Although some inventors may also be scientists, most of them are engineers in fact as they base their work on the discoveries of other scientists, experimenting with practical applications and combinations of those discoveries, and with improvements and combinations of existing devices, to create new useful devices.
The system of patents was established to encourage inventors by granting limited-term monopoly on inventions that are judged sufficiently novel. This system is nowadays frequently considered as being abused, especially in the United States, and some have called for reform or even abolition of the patent system. In the U.S., however, the patent right originates from the Constitution, so inventors will likely continue to protect their inventions that way for many years to come.
The capacity to invent can be developed. See TRIZ, the theory of inventive problem-solving.
Unit 5 It must belong to Carla.
Part 1: Teaching design (第一部分：教学设计)
Structures: Must, might, could and can’t for making inferences
Target language: Whose volleyball is this?
It must be Carla’s. She loves volleyball.
It could be Ted’s.
Vocabulary: picnic, chase, escape, belong to, toy car, plate, mystery, appointment, worried, wake, neighbor, garbage
Learning strategies: Sequencing, Deducing
SECTION A
Goals
●To learn must, might, could and can’t for making inferences
●To listen and speak making inferences
Procedures
Warming up by learning about modal verbs
Modal verbs are used to express ideas such as possibility, intention, obligation and necessity.
CAN, COULD, WILL, WOULD, SHALL, SHOULD, OUGHT TO, DARE and NEED are some examples.
eg: I would have told you, if you had wanted me to.
eg: Yes, I can do that.
must
certainty 1. That must be Jerry. They said he was tall with bright red hair.
2. That must have been the right restaurant. There are no other restaurants on this street.
3. NO FUTURE FORM 1. That must not be Jerry. He is supposed to have red hair.
2. That must not have been the right restaurant. I guess there is another one around here somewhere.
3. NO FUTURE FORM have to
1a Looking and writing
Hello, class. On page 34 is a picture with many things in it. Write the things you see in the correct columns in the chart.
1b Listening and matching
You are going to listen and match on page 34 each person with a thing and a reason. Pay attention to the use of MUST in the sentences.
Tapescript
Girl 1: Whose volley ball is this?
Boy 1: It must be Carla’s. She loves volley ball.
Girl 2: Oh, that toy car must belong to Jane’s little brother. He was the only little kid at the picnic. And the magazine must belong to Dengwen. He loves cats.
Boy 1: Oh, and look, someone left a book.
Girl 2: Oh, yeah… This book must be Mary’s. Hemingway is her favorite author.
Girl 1: OK… and how about this CD?
Girl 2: Hmmmm… The CD must belong to Grace. She always listens to classical music.
1c Doing pairwork
In pairs practice the conversation in the picture on page 34
Then make conversations using information in the chart in 1b.
Whose volleyball is this? It must be Carla’s. She loves volleyball.
Whose books are these? They must be Mary’s. The man is her favorite author.
Whose CD is this? It must be Grace’s. She likes listening to classical music.
Next is the conversation making inferences.
Girl 1: Whose toy car is this?
Boy 1: It must be Deng Wen’s. He loves toy car.
Girl 2: Oh, that CD must belong to Grace’s little brother. He was the only little kid at the picnic. And the book must belong to Grace. He loves cats.
Boy 1: Oh, and look, someone left a magazine.
Girl 2: Oh, yeah… This magazine must be Carla’s. She likes reading magazine in English.
Girl 1: OK… and how about this volleyball?
Girl 2: Hmmmm… The volleyball must belong to Mary. She always plays volleyball after school.
2a Listening and writing
Bob and Anna found a backpack outside their school gate. Listen to their conversation and write down the things found in the backpack. Pay attention to the uses of modeal verbs making inferences.
Tapescript
Bob: Oh, look! Whose backpack do you think this is?
Anna: I don’t know. Look, here’s a school T-shirt.
Bob: Well then, the person must go to our school. Oh! Here is a hair band, so the person can’t be a boy.
Anna: It could be Kumi’s hair band. She has long hair.
Bob: Or the hair band might belong to Linda. She was at the picnic, wasn’t she?
Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things.
Bob: Then it must be Linda’s backpack. She has long hair and she’s on the tennis team.
Bob: You’re right!
2b Listening and filling
Next you are to listen to the tape once again. Fill in the blanks with modal verbs you hear used to making inferences.
2c Filling and telling
On page 35 is a chart in which you will see 8 sentences. A word is missing from each sentence. Fill in a word from this unit.
The notebook must be Ming’s. It was on her desk.
The homework can’t be Carol’s. She wasn’t at school today.
The soccer ball might be John’s or Tony’s. They both play soccer, don’t they?
The French book must be Li Ying’s. She’s the only one who’s studying French.
I can’t find my backpack. It might be still at school.
The photo must be Lu’s. Those are his parents.
The red bicycle can’t be Hu’s. She has a blue bicycle.
This ticket might be my aunt’s or uncle’s. They’re both going to the concert.
3a Reading, numbering and circling
On page 36 you see a box. In it is a thank-you message from Linda to Anna. Read it, number the 5 parts and circle the words you don’t know.
Subject: Thanks! From: Linda
_④_ If you have any idea where it might be, please call me.
_②_ I think I dropped it during the concert so it might still be in the symphony hall.
_⑤_ I tried to call you but your mom said you were still at your optometrist appointment ( I hope you new glasses look nice!).
_③_ I really need it because I have a math test on algebra tomorrow. It’s crucial that I study for it because it counts 30% to the final exam.
_①_ I’m really anxious, because I can’t find my backpack.
Thanks,
Linda
3b Doing pairwork
In pairs talk about the words you don’t understand. You can use “can’t”, “must”,” could” or “might”.
A: What do you think “anxious” mean?
B: Well, it can’t mean “happy”.
A: It might mean “worried”.
B: Oh, yes. She’s worried because of her test.
A: What do you think “concert” mean?
B: Well, it can’t mean “music”.
A: It might mean “a performance of music by players or singers”.
B: Oh, yes. She was in the symphony hall.
4 Doing pairwork
In pairs talk about the things from the backpack on page 37. You are going to make guesses about the owner of the backpack.
A: Here’re some earrings. The owner can’t be a boy.
B: Well, it could be a boy. The earrings might be a present for his mother.
A: Here’s a school T-shirt. The owner must be a student.
B: Well, it could be a classmate of ours. The school T-shirt is the same as ours.
A: Here’s a hair band. The owner can’t be a boy.
B: Well, it could be a boy. The hair band might be a present for his mother.
Closing down by looking and saying
Look at the picture below and say what is happening in the classroom.
SECTION B
Goals
●To learn Must, might, could and can’t for making inferences
●To use Must, might, could and can’t for making inferences in listening, speaking, reading and writing
Procedures
1 Looking and writing
Hello, class. Have you ever seen any UFOs or aliens? What are they? How do they look?
Now turn to page 37, look at the pictures and write a sentence about each picture. Use Must, might, could and can’t for making inferences.
The UFO is land. It is coming down from the sky!
The terrible, ugly, frightening alien is chasing the two people.
The frightened man is looking back at the alien.
A woman with camera is shooting films.
They must be making a movie.
…
2a Listening and numbering
To know more about the UFO and aliens you shall listen to a recording. While listening pay attention to the uses of Must, might, could and can’t for making inferences and try to number the pictures on page 37.
Tapescript
Man: Hey, look at the man running down the street. I wonder what’s happening?
Woman: He could be running for exercise
Man: But he’s wearing a suit.
Woman: Well, he might be late for work.
Man: He looks kind of scared.
Woman: Oh, no! What’s that?
Man: Where?
Woman: There’s something in the sky.
Man: It could be a helicopter.
Woman: No, it cant’ be a helicopter. It’s too big. It must be a UFO.
Man: A UFO? What’s going on?
Woman: Look, now the UFO is landing…
Man: And there’s a strange creature getting out. It must be an alien.
Woman: And the alien is chasing the man! I must be dreaming.
Man: Maybe we should call the police. (pause) Hey, wait a minute. What’s that?
Woman: Where?
Man: Over there.
Woman: It’s a woman with a camera.
Man: She could be from the TV news.
Woman: No, look at all those other people. They’re actors. Oh! They must be making a movie.
2b Listening and completing
You are going to listen to the tape again and complete the sentences in the box on page 37. Use Must, might, could and can’t for making inferences.
They see… The man says… The woman says…
1. a man running He could be running for exercises. He might be late for work.
2. something in the sky It could be a helicopter. It must be a UFO.
3. a strange creature It must be an alien. I must be dreaming.
4. a woman with a camera She could be from the TV news.
They must be making a movie.
2c Doing pairwork
In pairs role play the conversations between the man and woman. Use Must, might, could and can’t for making inferences.
A: Why do you think the man is running?
B: He could be running for exercise.
A: No, he’s wearing a suit. He might be running to catch a bus.
B: There’s something in the sky. It could be a helicopter.
A: No, it cant’ be a helicopter. It must be a UFO.
B: And there’s a strange creature getting out. It must be an alien.
A: I must be dreaming.
B: Look, there’s a woman with a camera.
A: She could be from the TV news.
B: Oh! They must be making a movie.
3a Reading and underlining
There’s a newspaper article here on page 38. Read it, underline what causes the strange things and circle all the expressions used.
Strange events in Bell Tower neighborhood
Our neighborhood used to be very quiet. However, these days, strange things are happening in our neighborhood and everyone is unhappy. Zhou Gu, the local school teacher is extremely worried. When he was interviewed by the local newspaper, he said, “Every night we hear strange noises outside our window. My wife thinks that it could be an animal, but my friends and I think it must be teenagers having fun. My parents called the police, but they can’t find anything strange. They think it might be the wind. I don’t think so！”
Zhou’s next door neighbor Qi Hui is unhappy too. “At first, I thought it might be a dog, but I can’t see a dog and I still hear the noises outside.” Everyone in our neighborhood is worried, and everyone has his or her ideas. There must be something visiting the homes in our neighborhood, but what is it?
3b Writing another paragraph
You have read the newspaper article about strange events in Bell Tower. Now using the notes on page 38 to write another paragraph about the events. Use Must, might, could and can’t for making inferences in your writing.
“Late last night, we heard footsteps in the hallway. We thought that they might be the neighbors,” says one of the Chu family. “We thought it might be the wind. It can’t be someone trying to get in the window.” “You are all mistaken. This early morning I found garbage in front of my house, so it might be the cats making trouble and causing the strange things happening in our Bell Tower,” shouted Xiao Ning.
3c Looking and finishing
Now please look at the headline in the box on page 38 and finish the article about the strange events in Bell Tower. Use Must, might, could and can’t for making inferences.
No more mystery in Bell Tower neighborhood
We now know what was happening in Bell Tower Neighborhood.
The director of the local zoo says that three monkeys escaped from the zoo and ran into the very quiet Bell Tower neighborhood. These days they caused many strange things in the neighborhood and everyone was unhappy.
Zhou Gu, the local school teacher was extremely worried. He said that every night they heard strange noises outside their window. His wife thought that it could be an animal, but his friends and he thought it must be teenagers having fun. His parents called the police, but they couldn’t find anything strange. They thought it might be the wind.
Zhou’s next door neighbor Qi Hui was unhappy too. At first, he thought it might be a dog, but he couldn’t see a dog and he still heard the noises outside.
Everyone in our neighborhood was worried, and everyone had his or her ideas. There must be something visiting the homes in our neighborhood, but what was it?
Now everyone knows it was the three monkeys who escaped from the zoo running into the very quiet Bell Tower neighborhood and caused the many strange things.
4 Doing groupwork
Tell your classmates about a recent dream and let them guess what the dream might mean. Use Must, might, could and can’t for making inferences.
A: In my dream, I was swimming in an ocean of paper.
B: Maybe it means you’re afraid of too much homework.
A: In my dream, I was running down the street.
B: Maybe it means you’re afraid of something strange.
A: In my dream, I was running for exercise.
B: Maybe it means you’re afraid of being ill.
A: In my dream, I was wearing a suit in the daytime.
B: Maybe it means you’re afraid of being late for work.
A: In my dream, I was looking kind of scared.
B: Maybe it means you saw something strange in the sky yesterday morning.
A: In my dream, I saw a UFO was landing.
B: Maybe it means you wanted to go to the sky.
A: In my dream, I found an alien chasing me!
B: Maybe it means you are fond of making a movie!
Closing down by writing a newspaper article
Here are some pictures. Look at them and write a newspaper article. Use Must, might, could and can’t for making inferences.
SELF CHECK
1 Filling the blanks
On page 39 you will see 5 sentences. Now read them and fill in each blank with a correct word given. Make necessary changes to the form.
Then make your own sentence with each word.
(Key: 1. favorite 2. careful 3. worried 4. anxious 5. strange)
Your own sentences might be:
1. I’m very anxious about it.
2. These days, everyone is extremely worried about the weather.
3. We hear strange noises outside our classroom.
4. You are not very careful of the aliens swimming in the river.
fun.
5. My parents are my favorite teachers of English.
2 Read the proverbs and tell what they mean. Use Must, might, could and can’t for making inferences.
1. One finger cannot lift a small stone. Maybe it means only one person alone can’t do a thing very well.
2. When an ant says “ocean”, he’s talking about a small pool. Maybe it means different persons might have different understanding of the same thing.
3. It is less of a problem to be poor than to be dishonest. Maybe it means being dishonest could be worse than being poor.
4. Be careful of the person who does not talk, and the dog that does not bark. Maybe it means the person who does not talk, and the dog that does not bark must be more dangerous.
5. You can’t wake a person who is pretending to be asleep. Maybe it means a bad person can’t be stopped from doing bad things.
6. Tell me and I’ll forget. Show me, and I may not remember. Let me try, and I’ll understand. Maybe it means doing is learning, and teaching might not be very effective.
7. Don’t let yesterday use up too much of today. Maybe it means what was done yesterday can’t be changed.
8. He who would do great things should not attempt them all alone. Maybe it means one can’t do a great thing alone all by oneself.
3 Circling the odd word
On page 39 is a box with 5 groups of words. Read them and circle the one that does not belong.
1.escape owner chase run
2.picnic lunch dinner alien
3.land apple ice cream chicken
4.creature alien exercise visitor
5.lost grass tree flower
Just for fun!
Look at the UFO photos below and write a paragraph for each of them. Use Must, might, could and can’t for making inferences.
1967年6月10日罗德岛上空出现的飞碟
1951年8月31日美国德克萨斯州出现的飞碟组
Part 2: Teaching Resources (第二部分：教学资源)
I. What is UFO?
A UFO or unidentified flying object in the original, literal sense is any airborne object or optical phenomenon, detected visually or by radar, whose nature is not readily known. Interest in these objects stems from continued speculation that some of them may be the products of extraterrestrial intelligence.
A UFO -- fact or fiction?
Perhaps the best scientifically accepted definition of a UFO was provided by the late astronomer Dr. J. Allen Hynek: “A UFO is the reported perception of an object or light seen in the sky or upon the land the appearance, trajectory, and general dynamic and luminescent behaviour of which do not suggest a logical, conventional explanation and which is not only mystifying to the original percipients but remains unidentified after close scrutiny of all available evidence by persons who are technically capable of making a common sense identification, if one is possible.”
II.What is Alien or Extraterrestrial life?
Extraterrestrial life is life that may exist and originate outside our planet Earth. Its existence is currently hypothetical: there is as yet no evidence of extraterrestrial life that has been widely accepted by scientists.
Speculative forms of extraterrestrial life range from humanoid and monstrous beings seen in works of science fiction to life at the much smaller scale of bacteria and viruses.
Extraterrestrial life forms, especially intelligent ones, are often referred to in popular culture as aliens or ETs. The putative study and theorisation of ET life is known as exobiology.
III. Exercises on modal verbs
1) You____ all those clothes! We have a washing machine to do that sort of thing
A) needn't have washed B) shouldn't have washed
C) must not have washed D) can not have washed
2) John's score on the test is the highest in the class; he____ last night.
A) should study B) should have studied
C) must have studied D) must have to study
3) The room is in a terrible mess; it ____cleaned. (CET-4, ,6)
A) can't have been B) shouldn't have been
C) mustn't have been D) wouldn't have been
4) Nobody knows how people first came to these islands. They ____ from South America on rafts.
A) must have sailed B) can sail
C) might have sailed D) should have sailed
5) Mary was not in her bedroom yesterday afternoon. She ____ in her classroom.
A) should have been B) must have been
C) must be D) should be
6) Bob said he was going to join our club but he didn't. He ____ his mind.
A) can't have changed B) wouldn't have changed
C) must have changed D) shouldn't have changed
7) You____ to town to see the film yesterday. It will be on TV tonight.
A) needn't go B) had better not go
C) should not go D) needn't have gone
8) We____ the letter yesterday, but it didn't arrive.
A) must receive B) ought to receive
C) must have received D) ought to have received
9) With all the work on hand, he____ to the cinema last night.
A) mustn't go B) shouldn't have gone
C) could not go D) couldn't have gone
10) Eve was late for class again. She ____earlier.
A) should get up B) must get up
C) need to get up D) should have got up
11) I am feeling sick. I____ so much chocolate.
A) needn't have eaten B) couldn't have eaten
C) mustn't have eaten D) shouldn't have eaten
12) I didn't send out my application form last week, but I ____.
A) had B) would do
C) should have D) might have to
13) Walking alone in the deserted village, John was scared. He thought he____ Tom to go with him.
A) might have asked B) should asked
C) must have asked D) should have asked
14) When I got to the cinema, the film had already started; I____ there earlier.
A) ought to get B) ought to have got
C) must have got D) must get
15) The road was muddy. It____ last night.
A) must rained B) must have rained
C) must be rained D) could have rained
16) She can speak quite fluent English. She____.
A) must been in the U.S.A. for some time
B) must have been in the U.S.A. for some time
C) should have been in the U.S.A. for some time
D) May be in the U.S.A. for some time
17) You should bear in mind that he is not so strong as he____.
A) was used to be B) used to be
C) was used to D) use to
18)“We didn't see him at the exhibition yesterday.”“He ___it.”
A) mustn't visit B) can't have visited
C) should have gone to see D) may see
19) Mary ____my letter, otherwise she would have replied before now.
A) should have received B) has received
C) Couldn't have received D) ought to have received
20) I ____ you a valuable present for your birthday, but I was short of money.
A) would have liked to give B) liked to give
C) have liked to give D) would like to give
21)“Where ____ my umbrella?”“Somebody ____ it away by mistake.”
A) is, must have taken B) is, must take
C) have been, must take D) is, takes
22) What ____ would happen if the director knew you felt that way?
A) will you suppose B) you suppose
C) do you suppose D) you would suppose
23) Two eyes ____see more than one.
A) can B) may C) will D) should
24) ____ you continue in your efforts and achieve new and greater successes.
A) Would B) Will C) May D) Should
25) We ought to help each other in our work, ____?
A) oughtn't we B) should we
C) shouldn't we D) ought to we
26) Tom ____ better than to ask Dick for help.
A) shall know B) shouldn't know
C) has known D) should have known
27) You ____ your tooth pulled out before it rot completely.
A) had better got B) had to get better
C) had better to get D) had better get
28) When we got to the cinema, the film hasn't started yet, so we ____.
A) needn't hurry B) didn't need hurry
C) needn't to hurry D) needn't have hurried
29) It was really very dangerous; you ____ him seriously.
A) might have injured B) could injure
C) should have injured D) must injure
30) As he had heart attack, he was told that he ____ continue the work.
A) needn't B) may not C) mustn't D) can't
31) An Englishman who ____not speak Italian was once traveling in Italy.
A) must B) could C) may D) might
32) I ____like to make a suggestion.
A) could B) would C) must D) might
33) I know things are hard with you, but you ____try to get over the difficulties.
A) can B) may C) must D) ought
34) I can't find the recorder in the room. It ______ by somebody.
A) may have been taken away B) may leave
B) C) may take away D) must have taken away
35) He ____the 9:20 train because he didn't leave home till 9:25.
A) can reach B) could catch
C) may not catch D) couldn't have caught
KEY:
1)A 2)C 3)A 4)C 5)B 6)C 7)D 8)D 9)D 10)D 11)D 12)C 13)D 14)B 15)B 16)B 17)B 18)C 19)C 20)A 21)A 22)C 23)A 24)C 25)A 26)D 27)D 28)D 29)A 30)C 31)B 32)B 33)C 34)A 35)D
新目标九年英语英文教案Unit 15 We’re trying to save the manatees!
新目标九年英语英文教案Unit 15 We’re trying to save the manatees! Unit 15 We’re trying to save the manatees! Part 1: Teaching design (第一部分：教学设计) Structures: Review of structures Target language: I think that animals should not live in zoos. I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live. Vocabulary: manatee, cheetah, kangaroo, chimpanzee, recycle, aquatic, habitat, gentle, aggressive, playful, furry, gray, enormous, strong, spotted, underwater, mangrove, vegetation, swamp, save, environment, educate, public, politely Learning strategies: Classifying, Listening for specific information Section A Goals ● To review structures learned ● To listen and talk about animals Procedures Warming up by learning about animals Animals are living things. Plants can make their own food or energy from the light of the sun, but animals cant do this. Animals have to eat plants or other animals to get energy to live. Some animals eat only plants. We say that these animals are herbivores. Some animals eat onlymeat. We say that these animals are carnivores. Some animals eat both plants and meat. We say that these animals are omnivores. Plants cant move around, but most animals can move around. Animals are divided into groups. 1a Looking and describing On page 118 in the picture you will see a zoo with animals and visitors. Now choose adjectives listed in the box to describe the six animals. African elephants Chimpanzees Kangaroos Manatees Cheetahs Polar bears enormous noisy playful gentle, shy spotted, fast Furry, aggressive 1b Listening and circling Victor and Ginny are talking about animals. They are describing them with many different words. Now listen to their talk and circle the words used in 1a to describe the animals. Tapescript Boy: Hey, Ginny. What’s that big, furry animal in the pond? Girl: It’s a polar bear, Victor. They’re kind of aggressive. Boy: Are they? Looks like they really love water. Girl: Uh-huh. Boy: And what do you call those big, gray things in the water? Girl: They’re called manatees. Boy: What? Girl: Manatees. They’re very gentle and very shy. Girl: They’re cheetahs. The cheetah is the fastest animal on earth 1c Doing groupwork We humans are animals, too. So we are like animals in some ways. Now in groups of four, you are going to think of an animal that is the same as you are in some ways. Then you are to describe the animal and the others are to guess its name. A: I am like this animal because I am strong and intelligent. I like water, and I like to eat vegetables. B: You’re like an elephant. A: No. B: You’re like a manatee. A: Yes! A: I am like this animal because I am heavy and enormous. I like forests, and I like to go around the mountain. B: You’re like a chimpanzee. A: No. B: You’re like an elephant. A: Yes! A: I am like this animal because I like spotted clothing and I run the fastest in my school. B: You’re like a manatee. A: No. B: You’re like a cheetahs. A: Yes! 2a Listening and matching A boy is asking a man about animals he likes. Tapescript Boy: Can you tell us about the manatees, please? Man: Sure. We’re trying to save them. Boy: Why? Are they endangered? Man: Yes. There used to be a lot of manatees, but now there aren’t very many of them. Boy: Do you know how many there are? Man: At this point, there are only about 2, 500 in the U.S. In 1927, it was discovered that they were endangered. Since then, the government has passed laws to protect them. Boy: Where do they live? Man: Their favorite habitat is the water under the trees in mangrove swamps. Boy: And why are they endangered? Man: Some of the swamps have become polluted. Also, there sometimes isn’t enough food for all of them. As you can see, they’re large. The average manatee is about ten feet long and weighs about 1, 000 pounds. They need about 100 pounds of aquatic feed a day. Boy: Aquatic feed? Man: Oh, that’s underwater plants and vegetation. That’s what they eat. Now listen to their talk and match the words with the definitions in the box on page 119. 1. endangered →b. there aren’t very many of them. 2. mangrove swamps → d. a place where trees grow in water 3. habitat → a. the place where something lives 4. aquatic feed → underwater plants and vegetation 2b Listening and completing Next you are going to complete the chart on page 119 in the middle. Listen to the talk once more for the necessary information. Kind of animal Manatee Number 2,500 in the US Habitat the water under the trees in mangrove swamps Reason why they are endangered Some of the swamps have become polluted. Also, there sometimes isn’t enough food for all of them. description The average manatee is about ten feet long and weighs about 1, 000 pounds. They need about 100 pounds of aquatic feed a day. In the end you are going to read the tapescript. While reading, you must try to blacken all the predicates, underline all the expression_rs and circle all the connectives. 2c Doing pairwork You are going to interview a zoo attendant. Now use the facts from above activities to role play a conversation between you and the attendant. A: How big are manatees? B: They’re about 10 feet long and they weigh about 1,000 pounds. A: How much do they eat everyday? B: They need about 100 pounds of aquatic feed a day. A: What is Aquatic feed? B: It is underwater plants and vegetation. A: That’s what they eat? B: Yes, it is. A: Are manatees endangered? B: Yes, they are endangered. But, we’re trying to save them. A: Wait a moment. Why are they endangered? B: Because their homes are disappearing. A: Where do they live? B: They live in the swamps. And they have become polluted. They are endangered also because there sometimes isn’t enough food for all of them. A: I am sorry to hear that. There used to be a lot of manatees, but now there aren’t very many of them left, I think. B: You are right. At this point, there are only about 2, 500 in the U.S. A: Are there any laws to protect them. B: Since 1927 laws have been passed protect them. A: Thank you for your information. 3a Reading and underlining Turn to page 120. Disgusted has written a letter to the editor. Now read it to underline the reasons why Disgusted is opposed to zoos. While reading remember to box all the connectives, blacken all the predicates. That’s grammar study. Dear Editor, I am writing to say that I am against building a new zoo in our town. Zoos are terrible places for animals to live. Ive visited a lot of zoos in my life, and I have never seen one I liked or one that was suitable for animals to live in. Just last week, I visited a zoo and couldn’t believe what I saw. The animals are kept in tiny cages and can hardly move at all. And they are only given food once a day. Is this a good way for animals to live? I dont think so. Sincerely Disgusted 3b Reading and writing A man called Animal Friend wrote a letter to the editor, too. Now read this letter on 120. While reading, underline all the expression_rs, box all the connectives, and blacken all the predicates. That’s grammar study, too. Dear Editor. I visited our zoo yesterday and I was very surprised to find hardly anyone there. Zoos are very important places. They are like living textbooks for young people. They provide homes for many endangered animals, and help to educate the public about caring for them. If we don’t support our zoos, they wont have enough money to take care of so many fine animas. I urge all of your readers to visit our wonderful zoo soon. Sincerely, Animal friend 4 Debating Next we are going to have a new activity―to debate. Let’s make two teams. Team A is to debate against keeping animals in the zoos, and Team B is to debate for keeping animals in the zoos for protection and education of the people. Useful expression_rs I think that… I agree with you. I believe that… I disagree with you. I feel that… I agree with… A: I think that animals should not live in the zoos. B: IUnit 14 Have you packed yet?
Part 1: Teaching design (第一部分：教学设计)
Structures: Present perfect with already and yet
Target language: Have you watered the plants yet? Yes, I have already watered them?
Vocabulary: watered, travel guidebook, suitcase, beach towel, bathing suit, refrigerator, member, cleaned out, turned off
Learning strategies: Brainstorming, Role playing
Section A
Goals
●To learn to use Present perfect with already and yet
●To listen and talk about having a vacation
Procedures
Warming up by studying grammar
Grammar is so important that it should always be learned and made use of in class.
Today we shall learn to use “ Present perfect with already and yet”
Look at the two sentences:
Have you watered the plants yet? Yes, I have already watered them?
Do you understand the structure of the two sentences?
We shall make more sentences like those.
Have you finished your homework yet? Yes, I have already finished it?
Have you found your bike yet? Yes, I have already found it?
To use the “ Present perfect with already and yet” more in communication, let’s go on to page 110.
1a Thinking and writing
Have you been on a beach vacation yet? If you go on a beach vacation, what three things would you pack?
Think and write your ideas in the chart on page 110.
A beach vacation Sightseeing in a city
1. bathing suit 1. camera
2. umbrella 2. mobile phone
3. drinking water 3. bike
1b Listening and checking
A family are packing things for a beach vacation. Now listen to their talk, paying attention to the “ Present perfect with already and yet”.
Tapescript
Woman: Have you packed the beach towels yet?
Boy: No, I haven’t. Can’t Judy pack them?
Woman: No, she’s busy. Could you please water the plants?
Boy: I’ve already watered them.
Woman: Oh, thanks.
Man: What about the travel guidebook and the street map?
Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet.
Man: That’s OK. I’ll get it. Have you packed the camera?
Boy: Yup. I’ve already put it in my suitcase.
Woman: Well, I guess that’s everything.
Boy: Almost everything. We haven’t locked the windows yet.
And now check√ the chores listed below the family have already done.
√Packed the camera √Watered the plants
× Locked the window √Bought a travel guidebook
× Bought a street map × Packed the beach towels
1c Doing pairwork
Imagine that you are going to the beach for the vacation. Ask your family members if they have already made a good preparation. Paying attention to the “ Present perfect with already and yet” structure.
A: Have you watered the plants yet?
B: Yes, I have already watered them.
A: Have you packed the camera yet?
B: Yes, I have already packed the camera.
A: Have you bought a street map yet?
B: Yes, I have already bought a street map.
A: Have you locked the window yet?
B: Yes, I have already locked the window.
A: Have you packed the beach towels yet?
B: Yes, I have already packed the beach towels.
A: Have you bought a travel guidebook yet?
B: Yes, I have already bought a travel guidebook.
2a Listening and writing
Next is another recording of a conversation about chores done or to be done. Listen to the conversation for what Mark did and what Tina did. While listening also pay attention to the “ Present perfect with already and yet” structure.
Tapescript
Boy: Mom and Dad said they want to leave in ten minutes. Are you ready, Tina?
Girl: No. I haven’t cleaned out the refrigerator yet. I have to do that right now.
Boy: Tina! You’re unbelievable. What about your bike?
Girl:I’ve already put it in the garage. But I haven’t locked the
garage yet. That’s your job, Mark.
Boy: I know. I’ve already done most of my jobs. I’ve taken out the trash.
Girl: Have you fed the cat yet?
Boy: Not yet. I’ll do it in a minute. Have you turned off your radio?
Girl: Yes, I have. I think we’re almost ready.
Now on page 111write before the 6 sentences M for Mark or T for Tina.
1.No. I haven’t cleaned out the refrigerator yet.
2.I’ve already put it in the garage.
3.But I haven’t locked the garage yet.
4.I’ve already done most of my jobs.
5.Not yet. I’ll do it in a minute.
6.Yes, I have. I think we’re almost ready.
2b Listening and matching
To match the questions below with the answers above in 2a, you shall listen to the tape again.
Have you fed the cat yet? →5
What about your bike? →2
Are you ready, Tina? → 1
Have you turned off your radio? →6
2c Doing pairwork
To practice spoken English you are to role play a conversation using the information from 2a and 2b.
A: Are you ready, Tina?
B: No, I haven’t cleaned out the refrigerator.
B: No, I haven’t put the food in the garage yet.
B: No, I haven’t locked the garage yet.
B: No, I haven’t done my jobs yet.
B: No, I haven’t taken out the trash.
B: No, I haven’t fed the cat yet?
B: No, I haven’t turned off my radio yet.
3a Reading and underlining
Here on page 112 is an e-mail message from Crystal. Now read it and underline all the different chores mentioned in it.
Subject: So busy！ From: Crystal
Hi Jake,
Sorry I couldn’t get back to you sooner. I have so many chores to do today. I have to do my homework, of course. I started about an hour ago, but I haven’t finished. Then I have to take the dog for a walk, water my mom’s plants, and do some shopping. I haven’t done any of those things yet because my grandfather came to chat to me. He loves talking, and I love listening to him. He started telling me about all of the chores he had to do when he was a kid. He had to get up at 5 am and chop wood and light the fire for breakfast. Then he had to collect water from the village well. Then he had to feed the animals-he and his family lived on the farm.
Anyway, I have to run now.
Take care,
Crystal
Now read the message again to blacken the expressions and circle the “Present perfect with already and yet” structure.
3b Doing groupwork
On page 112 in the middle is a chart with hours and chores done.
9:00 am Do my homework Water the plants Buy a newspaper
10:00 am Buy a newspaper Feed the dog Do my homework
11:00 am Feed the dog Do my homework Clean the room
12:00 noon
1:00 pm Water the plants Clean the room Water the plants
2:00 pm Clean the room Buy a newspaper Feed the dog
Now in groups of four, ask your partner what he or she has done, using “Present perfect with already and yet” structure.
A: Have you bought a newspaper?
B: Yes, I’ve already bought a newspaper.
A: Have you done your homework?
B: Yes, I’ve already done your homework.
A: Have you feed the dog?
B: Yes, I’ve already feed the dog.
A: Have you watered the plants?
B: Yes, I’ve already watered the plants.
A: Have you cleaned the room?
B: Yes, I’ve already cleaned the room.
4 Doing groupwork
What are you going to do this week? Now you are supposed to make a list of the things done and things to be done. You have to ask two of your classmates for their things done and to be done.
You Xu Lanfang Li Baoli
Things I have done Write a research paper Write a news report Go abroad
Things I haven’t done yet Visit my mother Find a friend Read a novel
Closing down by singing a song
Happy Birthday
Happyh birthday to you. Happy birthday to you.
Happy birthday, dear. Happy birthday to you.
Happyh birthday to you. Happy birthday to you.
Happy birthday, dear. Happy birthday to you.
SECTION B
Goals
To learn to use Present perfect with already and yet structures
To listen, talk and read about music
Procedures
Warming up by listening to music by a musical band
In music, a band is a group of musicians, or musical ensemble, usually popular or folk, playing parts of or improvising off of a musical arrangement.
Now let’s listen to a piece of sad music by a Blind Men Band from Zuoquan， Shanxi Province. The chief blind man musician is Liu Hongquan. He is playing on his ehu.
1 Answering questions
On page 113 in the box are 4 questions. Read them and give your personal answers.
1.What is your favorite band? →Blind Men Band from Zuoquan， Shanxi Province
2.Have you seen them in concert yet? → Yes, I have.
3.When did you first hear them? → In the 1970s
4.Who is your favorite band member? → Liu Hongquan
2a Listening and filling
Next you are going to hear an interview by a record agent of a band.
Ban’s name: Apple Ice Cream.
How long they’re been together: About a year.
Number of concerts they’ve done: Six
After listening you have to fill in information about the band in the chart on page 113. So read the clues there first.
Tapescript
Woman: Hmmm. That was… umm… not bad. Now tell me a little about yourselves.
What was your name again?
Boy l: Apple Ice Cream.
Woman: Apple Ice Cream? That’s uhhh… a nice name. How long have you been together?
Boy l: About a year.
Woman: One year, huh? And have you written any original songs yet?
Boy2: Yes, we have. We used to play stuff by other bands, but now we only play our own songs. That one you just heard was ours.
Woman: Good. Great! I’m interested in people who play their own music. Have you ever won an award of any kind?
Boy l: Yes, we have. We won the best new group of the year last month.
Woman: Wow. That’s great. Have you made a music video yet?
Boy l: No, not yet.
Woman: But you’ve had your own concert?
Boy 2: Oh, yeah. We’ve had six concerts of our own.
Woman: Have you ever been on TV?
Boy l: No, we haven’t. But we’ve already talked to “Bands
on Parade” about doing a TV show next month.
Woman: Sounds like you are on your way.
2b Listening and checking
What are the things that the band has already done? Now listen to the recording and check the items in the box on page 113.
√Written original songs
√Won an reward
√Had concerts
×Made a music video
×Been on TV
Finally you are supposed to read the tapescript. While reading
look for examples of “Present perfect with already and yet”
structure. Circle and understand them.
2c Doing pairwork
What is your favorite band? Now in pairs ask and answer
questions about it?
A: What is the name of your favorite band?
B: Zuoquan Blind Men Band
A: Have they written any original songs?
B: Yes, they have. They play stuff and sing songs by others.
But they have written many original music pieces and songs.
A: Have they been on TV?
B: Yes, they have been on TV lots of times, including CCTV.
A: Have they had concerts in the big city?
B: Yes, in ten days last year they have had seven concerts in Beijing. They even played their music and sang their folk songs for students and teachers in China Music and Song University.
A: Have they ever won a reward of any kind yet?
B: No, they haven’t. There have not been any rewards set just for the blind musicians in China yet.
A: Have they made any music videos yet?
B: Yes, they have. Their music videos have even been shown to the public on CCTV.
3a Reading, circling and underlining
On page 114 is an article about the New Ocean Waves! Read it!
While reading circle the things that the New Ocean Waves have
already done, and underline the ones they haven’t done yet.
Don’t miss the New Ocean Waves！
Do you like pop music？Most people do. One of the best bands on the music scene is the New Ocean Waves. In the last twelve months, they’ve had three major concerts and made a hit CD. They’re going to appear on CCTV next month. And then they’re going to go on a world tour in which they will perform in ten different cities. Be sure not to miss them if they come to a city near you- if you can get tickets, that is.
“For years, we played other people’s songs,” says lead singer Zhu Wen. “But now we play mostly our own songs. We’ve had a few songs in the top ten, but we really hope to have a number one hit some day.”
Good luck to the New Ocean Waves. They’re off to a great start. And they’re really nice people. Did you know that they gave half of the money they made to a charity for homeless children?
You are supposed to read the article once again. This time look for and blacken all the expressions.
3b Completing a review
On page 114 is an unfinished review about Apple Ice Cream. Read it and complete it using information from 2b, with as many “ Present perfect with already and yet” structures as possible.
Apple Ice Cream is a music band. They have written their own original songs although they used to sing songs by other people. They have won the best new group of the year last month although they have not made a music video yet. They have had their own concert. Actually they have had six concerts of their own. They have not been on TV. But they have already talked to “Bands on Parade” about doing a TV show next month.
3c Writing about a band
What’s your favorite band?
Now write a review of the band you like best.
A big band, also known as a jazz orchestra, is a large musical ensemble that plays jazz music, especially swing.
The band is divided up into a number of sections, by instrument; each section usually has four or more members. All bands usually have a rhythm section, made up of drum set, bass, piano, and possibly guitar. There are also sections for trumpets, trombones, and saxophones (who sometimes double on flute or clarinet).
Big Band was popular from the late 1920s to the early 1950s.
4 Doing groupwork
In groups of four ask questions to find out answers to the survey in the chart on page 114.
A: Have you ever been to a concert?
B: Yes, I have. I went to the National Day concert last year.
A: Did you enjoy it?
B: Yes, I enjoyed it very much.
A: Have you ever been to a zoo?
B: Yes, I have. I went to the Crouching Tiger City Zoo last year.
A: Did you enjoy it?
B: Yes, I enjoyed it very much.
A: Have you ever collected something?
B: Yes, I have. I collected many old Chinese coins last year.
A: Did you enjoy them?
B: Yes, I enjoyed them very much.
A: Have you ever painted a picture?
B: Yes, I have. I painted a picture called Taihangshan last week.
A: Did you enjoy it?
B: Yes, I enjoyed it very much.
A: Have you ever played a musical instrument?
B: Yes, I have. I used to play ehu.
A: Did you enjoy it?
B: Yes, I enjoyed it very much.
A: Have you ever sung in front of other people?
B: Yes, I have. I took part in a city singing competition yesterday.
A: Did you enjoy it?
B: Yes, I enjoyed it very much.
A: Have you ever taken a train?
B: Yes, I have. I went to visit my university by train last month.
A: Did you enjoy it?
B: Yes, I enjoyed it very much.
A: Have you ever visited a farm?
B: Yes, I have. I lived on a farm before I went to college in 1985.
A: Did you enjoy it?
B: Yes, I enjoyed it very much.
A: Have you ever written a poem?
B: Yes, I have. I have written five poems in English.
A: Did you enjoy them?
B: Yes, I enjoyed them very much.
Closing down by listening jazz music
A jazz band is a musical ensemble that plays jazz music. Jazz bands usually consist of a rhythm section and a horn section.
The rhythm section of a jazz band consists of the drums, bass, and usually at least one instrument capable of playing chords, such as a piano or guitar. The rhythm section is the foundation for the band; it sets the feel for the piece.
The horn section consists of wind instruments, which play the melody and main accompaniment. Typical horns found in a big jazz band include 4 trumpets, saxophones (2 altos, 2 tenors, and a baritone), and 4 trombones and a bass trombone. The saxophones may also double on flute and clarinet and the trumpets on flugelhorn.
SELF CHECK
1 Filling blanks
To test our learning of grammar, let’s go to page 115. First we do the test number 1, filling in the blanks.
lock, clean out, feed, chat, hear
1. Have you fed the dog and cleaned your room?
2. Don’t forget to lock the door if you are the last person to leave.
3. I need to clean out my cupboard. I never use the things in it anymore.
4. My friend from America called me yesterday. We chatted for hours.
5. Have you heard the new song from Mariah Carey? It’s really good.
2. Reading and listing
On page 115 in the middle on the left is a conversation between Sue and Jerry. Read it and make a list of things Jerry has done, and the things he has not done.
Sue: Have you done your chores? We are leaving in an hour.
Jerry: I have done some of them.
Sue: Have you packed the bag?√
Jerry: It’s in the front hall.
Sue: Have said goodbye to Grandma?×
Jerry: The telephone was busy.
Sue: And have you watered the plants yet?×
Jerry: Oh, no. I haven’t. I’ll do it now.
Sue: Have you cleaned your room?×
Jerry: Do I need to?
Sue: Yes, you do.
Jerry: Okay.
Sue: What else? Oh yeah, have you washed the dishes?×
Jerry: It’s your job to wash the dishes.
Sue: No, it’s your turn.
Jerry: Okay. I’ll do it.
Sue: One more thing. Have you gotten the mail from the mail box?√
Jerry: Look on the table.
Sue: Thanks.
Just for fun!
Read the song words and listen to the song called:
《Moon river》
Moon river wider than a mile
I'm crossing you in style some day
Old dream maker, your heart breaker
Wherever you're going
I'm going your way
Two drifters off to see the world
There's such a lot of world to see
We're after the same rainbow's end
Waiting round the bend
My huckleberry friends
Moon river and me
Reading: He’s already visited the place where his ancestors lived.
Before you read, listen to the recording, for the forms and for the meanings.
While you read, circle the “ Present perfect with already and yet” structure, underline the expressions and blacken the connectives.
Have you been back to the place where your ancestors lived, worked, studied and played? Robert Qian, a Chinese Canadian, already has. Now in China, he has found that his family is like a tall tree with long roots.
Robert is just one young overseas Chinese who has come to visit his ancestors’ homeland, as part of the In Search of Roots summer camp program. The program is organized by the local government of Guangdong Province. This program started in 1980, and so far has brought thousands of overseas Chinese students to China to look for their families’ roots. The young people are usually between 16 and 25 years old. Most, like Robert, can hardly speak any Chinese, and have never been to China before.
The students mainly visit parts of Guangdong Province in southern China. During the two-week camp, they study Chinese culture, see changes that have happened in that area, and visit interesting sights. Going to their ancestors’ village is often the most exciting part of the trip. The students feel that they are part of the village, and experience village life. They drink from the village well, go for walks through the countryside, and watch the villagers do their daily activities.
Cathy Qin, a young American student, had this to say, “Thanks to In Search of Roots, I am beginning to understand my Chinese roots, and who I am. It has been a great trip, and I have so many memories of China to take with me.”
…
Part 2: Teaching Resources (第二部分：教学资源)
I. What is music?
Music is the art of making sound by human voice or special musical instruments like violin, oboe, trumpet, drum and so on.
In music, sounds are arranged in time to give a pleasing result. There are many different kinds of music.
Music is written using note symbols on a staff, which is a group of horizontal lines. The line which a note is written on shows what pitch it is. The notes are separated into measures using vertical lines on the staff.
II. What is a song?
A song is a piece of music which has words in. Old Macdonald had a Farm is a song.
Songs can be made in many ways. Some people form bands which write and record songs to make money from it. Other songs are folk songs, which are songs created by people long ago and have been sung as tradition in many countries. Some people also make parodies of songs, which is changing the words of the song but keeping the tune. Parodies are usually made to make fun of a song or it's writer/singer.
III. Origins and Characteristics
Chinese music can be traced back as far as the third millennium B.C. Manuscripts and instruments from the early periods of its history are not extant, however, because in 212 B.C., Shih Huang-ti of the Ch'in dynasty caused all the books and instruments to be destroyed and the practice of music to be stopped. Certain outlines of ancient Chinese music have nevertheless been ascertained. Of primary significance is the fact that the music and philosophy of China have always been inseparably bound; musical theory and form have been invariably symbolic in nature and remarkably stable through the ages. Ancient Chinese hymns were slow and solemn and were accompanied by very large orchestras. Chamber music was also highly developed. Chinese opera originated in the 14th cent. as a serious and refined art.
新目标英语八年级下册unit3课件
新目标英语八年级下册unit3课件
一、教学内容及分析
本单元以生活中发生的有趣事情及富有科普意义的不明飞行物UFO作为话题，其语言功能是谈论过去发生的事情，学会讲故事，进而培养学生热爱科学、探索科学、热爱生活的情感。是在学习了一般过去时态和现在进行时态的基础上，通过讲故事的方式，学习过去进行时态，继续巩固一般过去时态，学习when、while引导的时间状语从句，进而加深对一般过去时态和过去进行时态意义的理解和应用。
Section A：活动1a至2c主要通过听说的方式，描述UFO的发生过程， 在情景中呈现并学习了过去进行时态的意义及其结构，学习了when和while引导的时间状语从句。活动3a至活动4通过读写的'方式，通过任务驱动，讲述了UFO故事的结尾，然后通过小组交流活动，应用巩固过去进行时态。
Section B：在Section A的基础上进一步升华，应用前面学习的知识谈论学生身边常发生的事情，增强语言的真实实用性，教材编排按照先听说后读写循序渐进的方式，便于学生掌握和巩固。
Self Check目的是检测重点词汇、目标语言的应用，是学生单元复习和小结的指南。
教材以循序渐进的方式逐步呈现、操练、巩固、提高和复习新的语言，通过任务驱动的方式，从生活中来，到生活中去，体现语言的工具性和交际性。听、说、读、写贯穿整个学习过程，让学生体验合作交流的学习方式，感受语言学习之乐。
二、学习者特征分析
本单元的主要目标是学习掌握过去进行时态，巩固应用一般过去时态，学会讲故事或描述身边发生的事情，它是在学生已经学习了现在进行时态和一般过去时态的基础上继续学习的。对于八年级的学生，学生已经有了一定的词汇量，特别是要用好多的动词，学生有了一定的基础，这样便于教学内容的突破；更好的是教材选编了一些富有科普意义的UFO，更能激发学生的好奇心和学习兴趣，所以本单元的学习，学生应该能轻松的掌握。
三、单元整体目标分析
1、知识与能力：
（1）、Vocabulary（词汇）
A、New words and phrases barber shop，bathroom，bedroom，kitchen，UFO，alien，experience，accident，cutting hair，climbing，jumping，shouting，land，get out of，take off，follow，happen，scared，strange，amazing
B、Recycling shop，store，library，supermarket，museum，TV station，police，boy，girl，reporter，called，took a photo，eating lunch，crowded
（2）、Grammar（语法）
A、Structures（语言结构） Adverbial clause with when，while Questions and statements with past progressive
Review Past tense
B、Target language（目标语言）
What were you doing when the UFO arrived?
I was sitting in the barber’s chair.
The barber was cutting my hair.
While he was buying a souvenir, a girl called the police.
（3）、Functions（功能）T alk about past events. Tell a story.
2、过程与方法 本单元通过听说读写各种活动，了解了UFO，学习了UFO的故事发生过程，巩固掌握一般过去时态和过去进行时态，能够讲述或者复述故事，描述自己身边发生的事情。
3、情感态度与价值观：以有趣的UFO，激发学生探索自然，热爱科学的兴趣。以描述身边发生的有趣事情，激发学生热爱生活，享受生活，热爱学习的情趣。
四、重点难点 理解和掌握过去进行时态的意义功能，能区别一般过去时态和过去进行时态意义，熟悉句子结构，能应用运用这两种时态；掌握when，while的用法和区别及其引导的条件状语从句。
五、教法选择、学法指导与资源准备 根据学生特点及其对基础知识的掌握、教材编排特点以及语言教学的特征，我准备将教材作如下整合。第一课时，先从现在进行时态引出过去进行时态，两种时态对比，加深学生对两种时态的理解和知识间的前后联系，然后进行操练，进而教学when和while的用法，加深巩固和理解，接着教学Section B 1，2a，2b，2c；第二课时教学UFO专题，完成Section A；第三课时安排阅读复述教学，将教学内容进行升华；第四课时进行故事编排的写作教学，并进行单元复习小结，完成Self Check。采用以下教学法：情景创设呈现语言教学法、活动交流交际法、视听法、读写法、任务型语言教学法、成果分享教学，自学探究教学法等。培养学生自学探究意识，对学到的知识应该加以归纳、分析、比较，找出异同点；加强对新语言的操练。
资源准备：UFO视听材料，听力材料
六、课时及教学内容安排
Unit 15 We’re trying to save the manatees!
Part 1: Teaching design (第一部分：教学设计)
Structures: Review of structures
Target language: I think that animals should not live in zoos. I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live.
Vocabulary: manatee, cheetah, kangaroo, chimpanzee, recycle, aquatic, habitat, gentle, aggressive, playful, furry, gray, enormous, strong, spotted, underwater, mangrove, vegetation, swamp, save, environment, educate, public, politely
Learning strategies: Classifying, Listening for specific information
Section A
Goals
● To review structures learned
● To listen and talk about animals
Procedures
Warming up by learning about animals
Animals are living things. Plants can make their own food or
energy from the light of the sun, but animals can't do this.
Animals have to eat plants or other animals to get energy to live.
Some animals eat only plants. We say that these animals are herbivores. Some animals eat onlymeat. We say that these animals are carnivores. Some animals eat both plants and meat. We say that these animals are omnivores. Plants can't move around, but most animals can move around. Animals are divided into groups.
1a Looking and describing
On page 118 in the picture you will see a zoo with animals and visitors. Now choose adjectives listed in the box to describe the six animals.
African elephants
Chimpanzees
Kangaroos Manatees
Cheetahs Polar bears
enormous
noisy playful gentle,
shy
spotted,
fast
Furry,
aggressive
1b Listening and circling
Victor and Ginny are talking about animals. They are describing them with many different words.
Now listen to their talk and circle the words used in 1a to describe the animals.
Tapescript
Boy: Hey, Ginny. What’s that big, furry animal in the pond?
Girl: It’s a polar bear, Victor. They’re kind of aggressive.
Boy: Are they? Looks like they really love water.
Girl: Uh-huh.
Boy: And what do you call those big, gray things in the water?
Girl: They’re called manatees.
Boy: What?
Girl: Manatees. They’re very gentle and very shy.
Girl: They’re cheetahs. The cheetah is the fastest animal on earth
1c Doing groupwork
We humans are animals, too. So we are like animals in some ways. Now in groups of four, you are going to think of an animal that is the same as you are in some ways. Then you are to describe the animal and the others are to guess its name.
A: I am like this animal because I am strong and intelligent. I like water, and I like to eat vegetables.
B: You’re like an elephant.
A: No.
B: You’re like a manatee.
A: Yes!
A: I am like this animal because I am heavy and enormous. I like forests, and I like to go around the mountain.
B: You’re like a chimpanzee.
A: No.
B: You’re like an elephant.
A: Yes!
A: I am like this animal because I like spotted clothing and I run the fastest in my school.
B: You’re like a manatee.
A: No.
B: You’re like a cheetahs.
A: Yes!
2a Listening and matching
A boy is asking a man about animals he likes.
Tapescript
Boy: Can you tell us about the manatees, please?
Man: Sure. We’re trying to save them.
Boy: Why? Are they endangered?
Man: Yes. There used to be a lot of manatees, but now there aren’t very many of them.
Boy: Do you know how many there are?
Man: At this point, there are only about 2, 500 in the U.S. In 1927, it was discovered that they were endangered. Since then, the government has passed laws to protect them.
Boy: Where do they live?
Man: Their favorite habitat is the water under the trees in mangrove swamps.
Boy: And why are they endangered?
Man: Some of the swamps have become polluted. Also, there sometimes isn’t enough food for all of them. As you can see, they’re large. The average manatee is about ten feet long and weighs about 1, 000 pounds. They need about 100 pounds of aquatic feed a day.
Boy: Aquatic feed?
Man: Oh, that’s underwater plants and vegetation. That’s what they eat.
Now listen to their talk and match the words with the definitions in the box on page 119.
1. endangered →b. there aren’t very many of them.
2. mangrove swamps → d. a place where trees grow in water
3. habitat → a. the place where something lives
4. aquatic feed → underwater plants and vegetation
2b Listening and completing
Next you are going to complete the chart on page 119 in the middle. Listen to the talk once more for the necessary information.
Kind of animal Manatee
Number 2,500 in the US
Habitat the water under the trees in
mangrove swamps
Reason why they are endangered Some of the swamps have become polluted. Also, there sometimes isn’t enough food for all of them.
description The average manatee is about
ten feet long and weighs about
1, 000 pounds. They need
about 100 pounds of aquatic feed a day.
In the end you are going to read the tapescript. While reading, you must try to blacken all the predicates, underline all the expressions and circle all the connectives.
2c Doing pairwork
You are going to interview a zoo attendant. Now use the facts from above activities to role play a conversation between you and the attendant.
A: How big are manatees?
B: They’re about 10 feet long and they weigh about 1,000 pounds.
A: How much do they eat everyday?
B: They need about 100 pounds of aquatic feed a day.
A: What is Aquatic feed?
B: It is underwater plants and vegetation.
A: That’s what they eat?
B: Yes, it is.
A: Are manatees endangered?
B: Yes, they are endangered. But, we’re trying to save them.
A: Wait a moment. Why are they endangered?
B: Because their homes are disappearing.
A: Where do they live?
B: They live in the swamps. And they have become polluted. They are endangered also because there sometimes isn’t enough food for all of them.
A: I am sorry to hear that. There used to be a lot of manatees, but now there aren’t very many of them left, I think.
B: You are right. At this point, there are only about 2, 500 in the
U.S.
A: Are there any laws to protect them.
B: Since 1927 laws have been passed protect them.
A: Thank you for your information.
3a Reading and underlining
Turn to page 120. Disgusted has written a letter to the editor. Now read it to underline the reasons why Disgusted is opposed to zoos. While reading remember to box all the connectives, blacken all the predicates. That’s grammar study.
Dear Editor,
I am writing to say that I am against building a new zoo in our town. Zoos are terrible places for animals to live. I've visited a lot of zoos in my life, and I have never seen one I liked or one that was suitable for animals to live in. Just last week, I visited a zoo and couldn’t believe what I saw. The animals are kept in tiny cages and can hardly move at all. And they are only given food once a day. Is this a good way for animals to live? I don't think so.
Sincerely
Disgusted
3b Reading and writing
A man called Animal Friend wrote a letter to the editor, too. Now read this letter on 120. While reading, underline all the expressions, box all the connectives, and blacken all the predicates. That’s grammar study, too.
Dear Editor.
I visited our zoo yesterday and I was very surprised to find hardly anyone there. Zoos are very important places. They are like living textbooks for young people. They provide homes for many endangered animals, and help to educate the public about caring for them. If we don’t support our zoos, they won't have enough money to take care of so many fine animas. I urge all of your readers to visit our wonderful zoo soon.
Sincerely, Animal friend
4 Debating
Next we are going to have a new activity-to debate.
Let’s make two teams. Team A is to debate against keeping animals in the zoos, and Team B is to debate for keeping animals in the zoos for protection and education of the people.
Useful expressions
I think that… I agree with you.
I believe that… I disagree with you.
I feel that… I agree with…
A: I think that animals should not live in the zoos.
B: I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live.
A: I don’t think so.
B: A zoo is a place where many different species of animal are kept and usually can be seen by members of the public.
A: Why can people go and see the animals in the forest?
B: In that case, more harm will be done to the animals.
A: Kept in the zoos animals are losing their natural nature of living.
B: Most modern zoos are also centers where animals are studied so that more animals in the forest could be saved and protected.
A: Some rare animals are dying out.
B: Yes, they are. Rare animals could be preserved when they are in danger of dying out.
A: You are right in saying that. But I still think that it is not right to put animals in the zoos. They belong to the forest, the river, the sky and the sea.
Closing by learning about Brown Eared-pheasant（褐马鸡）
To end this period we shall turn our attention to a rare animal found almost only in Shanxi, China, Brown Eared-pheasant, or褐马鸡 in Chinese.
This species qualifies as Vulnerable because it may have a small population, and although its numbers within protected areas appear to be stable, elsewhere remaining unprotected and isolated populations are declining (potentially rapidly) through ongoing habitat loss and hunting.
SECTION B
Goals
To learn to talk about recycling
To learn to read about recycling
Procedures
Warming up by learning about recycling
Recycling is the reuse of materials that would otherwise be considered waste. Recycled materials can be derived from pre-consumer waste (materials used in manufacturing) or post-consumer waste (materials discarded by the consumer).
1a Thinking and ranking
If all animals are endangered, if the earth is endangered, then we are endangered. What can we do to save the endangered animals, the endangered earth, and us human beings?
Now go to page 121, to rank the items in the box from the easiest to the most difficult.
5 Stop riding in cars
4 Recycle books and paper
1 Turn off the lights when you leave the room
2 Turn off the shower while you are washing your hair
3 Don’t use paper towels or napkins
1b Doing pairwork
In pairs you are going to talk to compare your answers.
A: Recycling paper is really easy.
B: I agree. But it’s hard to stop riding in cars.
A: Turning off the lights when you leave the room is not difficult at all.
B: I agree. But there are some people who always leave their lights on when they are away.
A: Turning off the shower while you are washing your hair is not difficult to do.
B: No, it isn’t difficult to do. I don’t use paper towels or napkins.
A: Really? I have to learn from you to better protect our planet.
2a Listening and checking
Julia and Jack are talking saving on the energy and others.
Tapescript
Boy: Hey, Julia. Don’t forget to turn off the lights. It saves electricity.
Girl: Oh, I know. I usually do that. I was just in a hurry. How come you’re so interested in the environment, Jack?
Boy: I always have been. Lots of people think there’s nothing they can do, but I just read this book about it, and there are lots of things the average person can do.
Girl: Like what?
Boy: Well, you should turn off the shower when you’re washing your hair.
Girl: Oh, I’d never do that!
Boy: You wouldn’t?
Girl: No, I have very short hair. I’m only in the shower for a few minutes.
Boy: Well, every minute helps.
Girl: What else does it say?
Boy: It says you should take your own bags when you go food shopping.
Girl: Oh, that’s not difficult. I can do that. What else?
Boy: Hmmm. Here’s a good one. It says people should stop riding in cars and start riding bikes.
Girl: Oh, I’ll never do that! Can you see me riding 45 minutes to and from school every day?
Boy: Well, I think the environment is really important. Besides, I like riding my bike.
Girl: Yes, and you also live close to school!
Listen to their talk and check√ the things that Julia and Jack talk about.
Things Julia and Jack talk about Things Julia is doing now Things Julia will do in the future Things Julia would never do
√Turning off the lights √
√Turning off the shower √
Stopping using paper napkins
√Taking your own bags when shopping √
√Not riding in cars ×
√Riding a bike
Recycling paper
2b Listening again and checking
Listen again to check √the things that Julia is doing now, the things she will do in the future, and the things she would never do.
Finally you are supposed to read the tapescript for language study. While reading try to blacken all the predicates, circle all the connectives and underline all the expressions.
2c Doing pairwork
We learned a lot from what Julia and Jack talked about. Now in pairs role play a conversation using the information from the chart above to say what is true for you.
A: We really shouldn’t use paper napkins, you know.
B: I know. I stopped using them last year.
A: We should fall into the habit of turning off the lights when we go out.
B: I have been doing that ever since I started schooling.
A: We had better turn off the shower when we are washing our hair.
B: I have never done that before, and I will never do that in the future, either.
A: Why, are you not a good citizen?
B: Yes, I am a good citizen. You see I keep very short hair. I am only in the shower for a few seconds.
A: And we should take our own bags when shopping.
B: I agree with you. Next time I go shopping to Meet All Supermarket I will refuse to accept the plastic bags that are offered there.
A: What about not riding in cars?
B: What? Not riding in cars to school?
A: Yes, you may take the school bus to and from school.
B: All right. I agree not to ride in the cars.
3a Reading and making up questions
Next we are going to read. Turn to page 122 now. What does the article The house of trash talk about? It tells about Amy Winterbourne. After reading the article, you will go to interview her. So while reading write down five questions you would like to ask her.
The house of trash
You have probably never heard of Amy Winterbourne, but she is a most unusual woman. She lives in a house that she built herself out of trash. Well, the stuff used to be called trash, but now it’s called “recycled” material. The windows and doors came from old buildings around the town that were being pulled down. The walls are made from old glass bottles that are glued together. The roof is made from discarded tiles. And the fence is built out of used soda cans. Amy recently won an award from the Help Save Our Planet Society. The president Jackson Smith said, “Amy is an inspiration to us all.”
And what does Amy do in her spare time? She makes model toys out of old TVs, and sells them to raise money for the Children’s Hospital.
Questions to be asked of Amy Winterbourne
1.What are you, Ms Amy Winterbourne?
2.Why did you built your house out of trash?
3.What award did you win?
4.What do you think of the saying that “Amy is an inspiration to us all.”?
5.What do you do in your spare time?
3b Looking and completing
On page 122 are two pictures. Now look at then, and complete the article below, using phrases like “made from” and “used to be ”.
Joe Winterbourne loves the clothes his mother made for him. At school, everyone calls him Mr. Recycling. His hat is made from used umbrella. His shoes are made from used rugs. His trousers used to be his school bags. And look at his watch! It used to be his clock! He made it smaller and ties it around his wrist as a watch. In short in Mr. Recycling’s house everything is recycled objects.
4 Making a survey of Mr. or Ms Recycling
Recycling is a way to save our planet and ourselves. Next we shall make a survey to find out who recycles the most in our class. Then we can take a class vote.
Do you…?
Recycle paper? Turn off the lights when away? Turn off the shower when wash hair? Recycle water? Ride a bike shopping or sightseeing? Send mobile phone message instead of calling? Build houses out of trash?
Just for fun!
Part 2: Teaching Resources (第二部分：教学资源)
I.What is recycling?
Recycling is the reuse of materials that would otherwise be considered waste. Recycled materials can be derived from pre-consumer waste (materials used in manufacturing) or post-consumer waste (materials discarded by the consumer).
II. What is reuse?
One form of recycling is the reuse of goods, especially bottles. Reuse is distinguished from most forms of recycling, where the good is reduced to a raw material and used in the making of a new good (e.g. crushing of bottles to make glass for new bottles). Refillable bottles are used extensively in many European countries; for example in Denmark, 98% of bottles are refillable, and 98% of those are returned by consumers. These systems are typically supported by deposit laws and other regulations.
III. Elephants
Elephants are the largest living land mammals. The largest elephant known was a male shot in Angola in 1974. It weighed 12 tonnes (13.5 tons).
An elephant child is called a calf. At birth, a calf can have a weight of 100 kg (225 pounds). The baby elephant develops for 20 to 22 months inside its mother. No other land animal takes this long to develop before being born.
IV.Chimpanzee
Chimpanzee, often abbreviated to chimp, is the common name for two species in the genus Pan.
The better known chimpanzee is Pan troglodytes, the Common Chimpanzee, living in West and Central Africa. Its cousin, the Bonobo or Pygmy Chimpanzee (Pan paniscus), is found in the forests of the Democratic Republic of the Congo. The boundary between the two species is formed by the Congo River.
V. Kangaroo
A kangaroo is any of several large macropods (the marsupial family that also includes the wallabies, tree kangaroos, wallaroos, pademelons and the quokkA: 45 species in all). The term kangaroo is sometimes used in a broader sense to refer to all members of the macropod family. Kangaroos are native to the continent of Australia, while a number of tree kangaroos are found in New Guinea.
VI. Manatees
Manatees (family Trichechidae, genus Trichechus) are large aquatic mammals sometimes known as sea cows. The Trichechidae differ from the Dugongidae in the shape of the skull and the shape of the tail. Manatees' tails are paddle-shaped, while the Dugong's is forked. It is an herbivore, spending most of its time grazing in shallow waters.
VII. The Cheetah
The Cheetah (Acinonyx jubatus) is an atypical member of the cat family (Felidae) that hunts by speed rather than by stealth or pack tactics.
It is the fastest of all terrestrial animals and can reach speeds of up to 110 km/h (70 mph) in short bursts.
VIII. The polar bear
The polar bear (scientific Latin name Ursus maritimus), also known as white bear or northern bear, is a large mammal of the order Carnivora (meat eaters), family Ursidae (bears). Polar Bears prey on seals.
Unit 1 How do you study for a test?
Part 1: Teaching design (第一部分：教学设计)
Structures: verb＋by with gerund
Target language:
How do you study for test?
Well, I study by working with my classmates.
Have you ever studied with a group?
Yes, I have. I’ve learned a lot that way.
I don’t have a partner to practice English with.
Maybe you should join an English club.
Vocabulary: flashcard, take notes, frustrating, memorize, aloud, comma, make mistakes, pronunciation, be afraid to, What about…? Why don’t you…?
Learning strategies: Personalizing, Role playing
Section A
Goals
● To talk about how to study
● To read about how to study
Procedures
Warming up by greeting
Hello, everyone!
From now on you are a ninth grader. Congratulations to you and I wish you a great success in your studies!
Today we shall take up the first unit in this new term, Unit 1 How do you study for a test?
Look at the blackboard and read after me the target language for this unit. When you read pay attention to the structure of the sentence.
▲How do you study for test?
▼Well, I study by working with my classmates.
▲Have you ever studied with a group?
▼Yes, I have. I’ve learned a lot that way.
▲I don’t have a partner to practice English with.
▼ Maybe you should join an English club.
Learning to Learn is very important. And learning to pass a test is also very important to you.
Learning couldn’t be easier!
If you have not developed good ways or methods to study for a test, talk to your classmates about it, your parents, or the teacher like me if you are brave enough. You should be brave enough to talk to others about your problems with your studies.
Next I’d like to give you some useful practical advice about studying for a test and also ask you questions to make you think about things such as:
▲using your time effectively
▲motivation
▲how to learn your lessons in the ninth grade year
▲different modes of teaching you may meet
▲how to develop particular skills, such as note-taking in class
1A: Checking the ways you study
Next turn to page 2 and check √ the ways you study for an English test. Then add other ways you use sometimes.
■How do you study for a test?
I study for a test___
By reading to the tape; By underlining the expressions; By reading beyond the text; By doing used exam papers; By going over exercises books; By copying down the text; By learning the text by heart; By speaking with classmates
Now raise your hand and report your added ways to the class. I will make a list of all the added ways on the blackboard.
1b Listening and writing
Listen to understand how these people in the picture on page 2 study for a test. Write letters from the pictures. While listening, pay attention to the structures of the sentences.
Section A 1b Tapescript
Boy1: Hey, gang. There’s a big test on Tuesday. I really need some help. Can you tell me how you study for a big test?
Voices: Sure! Yes. Sure we will.
Boy1: You did really well on the last English test, didn’t you, Mei?
Girl1: Yeah, I did OK.
Boy1: Well, how did you study？
Girl1: By making flashcards.
Boy1: Maybe I’ll try that. How did you study, Pierre?
Boy2: By asking the teacher for help. She was really happy I asked.
Boy1: That’s interesting. How do you study, Antonio?
Boy3: I like to study by listening to cassettes. But sometimes my mother thinks I’m listening to music. And then she gets mad.
Boy1: Oh, well…
1c Doing a pairwork
Now in pairs ask your partner how he or she studies for a test.
A: How do you study for a test?
B: I study by working with a group.
C: I study by listening to English.
D. I study by playing games with my classmates.
E. I study by doing actions such as coloring, matching.
F. I study by singing English songs.
G. I study by writing letters and emails.
H. I study by acting out simple dialogues.
I. I study by listening to and understanding stories.
J. I study by writing simple sentences.
K. I study by imitating from the recording.
L. I study by speaking out words or phrases.
M. I study by doing simple role plays.
N. I study by reading and understanding simple stories.
O. I study by using daily expressions.
P. I study by performing short plays.
Q. I study by performing simple rhymes.
R. I study by writing sentences for pictures.
S. I study by writing out simple poems.
T. I study by reading aloud correctly.
U. I study by playing text plays.
V. I study by working with classmates.
W. I study by going over the text before class.
X. I study by copying words and expressions.
Y. I study by looking and saying.
Z. I study by asking others questions.
2a Listening and checking
Now let’s go to page 3. Listen to the tape and check the questions you ask.
While listening, pay attention to the structures of the sentences.
Section A 2a, 2b Tapescript
Girl1: Welcome to the English club. Today we’re going to talk about the best ways to learn English. Who has an idea?
Boy1: Do you learn English by watching English-language videos?
Girl2: No. It’s too hard to understand the voices.
Boy1: What about keeping a diary in English? Do you learn English that way?
Girl2: I think so. It helps to write English every day.
Girl3: Have you ever studied with a group?
Girl2: Yes, I have! I’ve learned a lot that way.
Girl1: Do you ever practice conversations with a friend?
Girl2: Oh, yes. It improves my speaking skills.
Boy1: What about reading aloud to practice pronunciation?
Girl3: I do that sometimes. I think it helps.
Boy2: I do too. And I always look up new words in a dictionary.
Girl3: That’s a great idea!
2b Listening and matching
Listen again and match each question from 2a with an answer in the box on page 3.
2c Doing a pairwork
Next we are going to make a conversation in pairs using the information from activities 2a and 2b.
A: Have you ever studied with a group?
B: Yes, I have. I’ve learned a lot that way.
A: Have you ever learned English by watching videos?
B: Yes, I have. I’ve learned a lot that way.
A: Have you ever practiced conversations with friends?
B: Yes, I have. I’ve learned a lot that way.
A: Have you ever listened to tapes?
B: Yes, I have. I’ve learned a lot that way.
A: Have you ever read aloud to practice pronunciation?
B: Yes, I have. I’ve learned a lot that way.
3a Reading the article and completing the chart
1.Reading to the tape
We are going to read the article on page 4. First we shall read to the tape together. That is, we start reading aloud as the recorder goes, and we stop reading aloud as the recorder stops. While reading, let’s pay enough attention to the pauses, the pronunciation and the intonation of the native reader. Make our reading aloud as the same as the reader’s.
2.Reading and dividing the article into parts
Next we are going to read aloud the article slowly and clearly. We will try to divide it into thought groups.
3.Reading and underlining
We shall read the article once again, this time, to underline all the useful expressions in it. After school, you are going to write them down in your notebook.
This week/ we asked students/ at New Star High School/ about the best ways/ to learn more English. Many said/ they learnt/ by using English. Some students had more specific suggestions. Lillian Li, for example, said/ the best way/ to learn new words/ was by reading English magazines. She said that/ memorizing the words of pop songs/ also helped/ a little. When we asked about studying grammar/ she said, “I never study grammar. It's too boring.”
Wei Ming feels differently. He's been learning English/ for six years/ and really loves it. He thinks/ studying grammar /is a great way/ to learn a language. He also thinks that/ watching English movies/ isn't a bad way/ because he can watch the actors/ say the words. Sometimes, however, he finds watching movies/ frustrating/ because the people speak too quickly.
Lin Chang said that/ joining the English club/ at school/ was the best way/ to improve her English. Students get lots of practice/ and they also have fun. She added that/ having conversations/ with friends/ was not helpful/ at all. “We get excited/ about something/ and then/ end up speaking/ in Chinese,” she said.
4.Translating and completing the chart
Because you have read this article many times you are going to translate it into Chinese first and then complete the chart on page 4.
Who will be the first to have a try?
Ways of learning English
Not successful OK Successful
Lillian Li Studying grammar memorizing the words of pop songs reading English magazines
Wei Ming watching movies watching English movies studying grammar
Liu Chang having conversations/ with friends
joining the English club
3b Doing a pairwork
Silence, please! We are going to have a role play in pairs. One of the pair is to be one of the people in 3a. The other is to interview him or her about learning English.
Zhao: Excuse me, Li Hong. Could you help me with my English?
Li: Yes, please. What’s the matter?
Zhao: I have difficulty studying grammar.
Li: Grammar? I never studying grammar. I study English mostly by memorizing the words of pop songs.
Zhao: No grammar at all?
Li: Yes, I did study grammar. But I study it by reading English magazines. I put grammar learning into reading articles. That is the best way to understand English grammar.
4 Doing a pairwork
Turn to page 4 to check √what you do to learn English in the box.
Closing down by asking and answering-How did you learn English?
＊ I listened to English them every day.
＊ I read English books many times a day.
＊ I learned many English songs by heart.
＊ I sang the English songs to myself.
＊ I learned every new English word in the text.
＊ I learn English by going to English classes.
＊ I do English homework at school.
＊ I read English textbooks in the evening.
＊ I speak English very slowly.
＊ I play computer games in English.
＊ I read a lot of English sentences in the morning.
＊ I do well in class English tests.
＊ I get a lot of good advice on learning English from my teacher.
＊ I discuss English problems with my classmates.
＊ I follow the advice from my father.
＊ I learn English sounds from the tape.
＊ I use English-English dictionaries.
＊ I listen to recordings and English-language TV.
＊ I talk to native speakers every chance I got.
＊ I read books in English, mostly novels.
＊ I learn a lot of new words from English books.
＊ I write more and more e-mail in English.
＊ I use English more than my first language.
＊ Most of my reading (websites and books) is in English.
Section B
Goals
● To listen about learning English
● To talk about learning English
● To read about learning English
Procedures
Warming up by reading to the recording
Hello, everyone. To begin with, let’s listen and read to the recording of the text HOW DO YOU LEARN BEST? That is, read aloud to the tape, as fast as the tape goes, as clearly as the native reader reads. OK? Here we go!
My cat speaks English.
Sometimes my cat comes to me and tells me that she is hungry. Or that her leg hurts. How does my cat tell me these things? I don't speak pussy-cat language.
1a Reading and checking
Learning English can be both easy and difficult. What things are easy for you? And what things are difficult for you? Now turn to page 5, read the list on the top and check √the statements that are true for you.
1b Making a list
You have read and checked the statements true for you. Now think and make a list of other things difficult for you, too.
I don’t know how to…!
1. I don’t know how to use commas.
2. I don’t know how to work with others.
3. I don’t know how to make flashcards.
4. I don’t know how to read the textbook.
5. I don’t know how to make vocabulary lists.
6. I don’t know how to listen to tape.
7. I don’t know how to ask the teacher for help.
8. I don’t know how to study for a test.
9. I don’t know how to work with a group.
10. I don’t know how to watch English videos.
11. I don’t know how to practice conversations with friends.
12. I don’t know how to read aloud to practice pronunciation.
13. I don’t know how to learn by using English.
14. I don’t know how to get more specific suggestions.
15. I don’t know how to read English magazines.
16. I don’t know how to learn new words.
17. I don’t know how to memorize the words.
18. I don’t know how to studying grammar
19. I don’t know how to watching English movies
20. I don’t know how to joining the English club
21. I don’t know how to improve her English
22. I don’t know how to get lots of practice
13. I don’t know how to ask teachers about the best ways to learn more English.
2a Listening and checking
Paul is a nice boy. He works hard at his English, but still has many learning challenges. Now listen to find out what challenges he has and check them in the box on page 5.
Challenges to Paul at learning English
1._____ can’t get the pronunciation right.
2._____ forget a lot of new words.
3._____ can’t understand when people talk to me.
4._____ can’t understand the words in magazines.
5._____ don’t get much writing practices.
2b Listening and matching
Now listen again to Paul talking about his challenges at learning English and match them with the solutions listed in the box on page 5. While listening, pay attention to the structures of the sentences.
Tapescript
Teacher: You look worried, Paul.
Boy: I am, Ms Mitchell. I’m having trouble learning English.
Teacher: You said you liked English. What’s the problem?
Boy: I can’t get the pronunciation right.
Teacher: Well, listening can help. Why don’t you borrow the teacher’s tapes? You can listen to them at home and repeat the sentences that are difficult for you.
Boy: That’s a good idea. But what about all the new words? I forget a lot of new words.
Teacher: You can always write the new words in your notebook and study them at home. You can even study in the train on the way to school.
Boy: That might really help! Thanks.
Teacher: Can you understand when people talk to you?
Boy: Well, no. Not always. Sometimes I just don’t understand what people are saying.
Teacher: Why don’t you join an English language club to practice speaking English? The English club meets after school on Tuesdays and Thursdays.
Boy: Maybe I’ll go. The only other problem I have is that I don’t get much writing practice.
Teacher: Maybe you should find a pen pal.
Boy: That sounds like a fun way to practice writing. Thanks, Ms Mitchell.
2c Doing pairwork
IN pairs we are going to role play conversations using the information from activities 2a and 2b.
I don’t have a partner to practice English with. Maybe you should join an English language club.
I can’t get the pronunciation right. Listening can help.
I forget a lot of new words. Write the new words on cards and study them daily.
I can’t understand when people talk to me. You can join an English club to talk to people more in English.
I can’t understand the words in magazines. You can look them up in a dictionary.
I don’t get much writing practices. Start writing an English diary every day.
I read very slowly. You should read to the recording of the text.
I make mistakes in grammar. Why don’t study the basic sentence patterns
3a Reading and cutting
It’s time to read the text HOW I LEARN ENGLISH. Now read and check (/) the sentences.
We are going to read the text again to study the form and function of all the predicate verbs.
How I learned to learn English
Last year/ my English class/ was difficult/ for me. First of all, it wasn't easy/ for me/ to understand the teacher/ when she talked to the class. To begin with, she spoke/ too quickly, and I couldn't understand every word. Later on, I realized that/ it doesn't matter/ if you don’t understand /every word. Also/ I was afraid to speak/ in class, because/ I thought/ my classmates/ might laugh at me. I couldn't always make complete sentences, either. Then/ I started to watch English-language TV. It helped/ a lot. I think that/ doing lots of listening practice/ is of the secrets of becoming a good language learner. Another thing/ that I found/ very difficult/ was English grammar. So/ I decided to take lots of grammar notes/ in every class. Then/ I started to write my own original sentences/ using the grammar/(that) I was learning. It’s amazing/ how much/ this helped. Now/ I am enjoying learning English/ and I got an A/ this term. My teacher is very impressed.
Next we shall read the text for the third time to underline all the useful expressions. After class you are to copy them into your notebook.
All right, read the text the fourth time and circle all the signal words, or the linking words which connect all the short sentences.
Now you may read the statements in the box on page 6 following the text. Write “T” or “F” beside each statement.
3b Writing a letter
Your friend Lin Feng is having difficulties with her English. Write her a letter telling her how to become a better English learner.
Dear Lin Feng,
I know it isn’t easy to learn English, but I have some ideas that may help. You said you couldn’t understand people who talked fast. Well, you can try to listen for the most important words, not every word. It is difficult to understand by listening what you have not read or what you can’t understand well by reading. To listen well you have to read well. So keep on reading English. Listening and reading to the recording of the text is very important, too. Every text, after being read, should be listened to and read aloud to the tape. At first you may find it difficult to follow the reader reading aloud the text. Don’t worry. If you keep practicing you will be able to read aloud as fast as the native reader from the tape. And then you can understand people who talk fast in English.
Yours,
Tai Zuo
3c Writing an article
You have been learning English for at least three years. That is such a long time. Now think about the things that have helped you the most in learning English. Write an article telling others about them.
4 Doing an interview
Next we shall do an interview in groups of four. Ask the three group mates about learning English. Take notes of what they say. Tomorrow you shall stand to tell the class about their answers.
Q. What isn’t easy about learning English? A. Reading is not easy.
Q. What do you do about this? A. I try to cut the sentences into thought groups.
Q. What is your favorite way to learn more English? I read and read aloud a lot. These are the best way.
Closing down by sing
To end this period let’s sing an English song.
Rain, rain, go away,
Come again another day,
Little Johnny
Wants to play.
Rain, rain, go to Spain,
Never show your face again.
SELF CHECK
1.Filling in the blank
We shall make a check on our use of expressions first. Turn to page 7 and fill in each blank with the correct word given. Change the form of the word if necessary. Then make your own sentences with each word.
Complete the sentences Make your sentences
1. You should write down new English words in a vocabulary list. Don’t trust your memory. Write it down.
2. If you don’t know how to spell new words, look them up in a dictionary. I don’t know how to spell your name.
3. The best way to improve your English is to join an English club. I’d like to join the school football tea.
4. Another thing that he find very difficult was English grammar. I find it easy to learn English.
5. This kind of paper feels very soft. Do you feel cold?
2.Writing an article
Turn to page 7 and write an article about Xu Zheng using the notes on Xu and his essay.
Xu Zheng: a boy fond of English
Most people in the world speak English as a second language. And so does Xu Zheng.
Yesterday I asked Xu Zheng about his ways to learn English. He said he learns by making up conversations and speaking to friends in English. When I asked about studying pronunciation, he said he spent much time on it, but he still found native speakers’ pronunciation difficult to learn.
I said to him, “You are a computer student. Why are you so interested in English?”
“English popular in science. And it is popular around the world for computers,” he told me. “I like writing notes, watching movies and listening to pop songs. But I like reading in English online most, ” added he.
Xu Zheng is right. English can really help us understand many new things from other countries. Let’s learn from Xu Zheng. Let’s be fond of English, too.I
Reading: How do we deal with our problems?
As English is learned mostly through reading in China, we shall now turn to page 8 to learn to read the article entitled: How do we deal with our problem?
Before reading, please go over the vocabulary list for reading on page 146. Get yourself familiarized with all the words and expressions to be found in the article.
While reading try to divide the sentences into thought groups and underline all the expressions useful to you. While you are reading it for the second time, try to circle all the linking words and try translating the text into Chinese.
How do we deal with our problem?
Rich or poor, young or old, we all have problems. And unless we deal with our problems, we easily become unhappy. Worrying about our problems can affect how we do at school. It can also influence the way we behave with our families. So how do we deal with our problems? There are many ways.
By learning to forget
Most of us have probably been angry with our friends, parents or teachers. Perhaps they said something you didn't like, or you felt unfair. Sometimes, people can stay angry for years about a small problem. Time goes by, and good friendships may be lost.
When we are angry, however, we are usually the ones affected. Perhaps we have seen young children playing together. Sometimes they have disagreements, and decide not to talk to each other. However, this usually does not last for long. This is an important lesson for us: we can solve a problem by learning to forget.
By regarding problems as challenges
Many students often complain about school. They might feel they have too much work to do sometimes, or think the rules are too strict. We must learn how to change these ”problems“ into ”challenges“. Education is an important part of our development. As young adults, it is our duty to try our best to deal with each challenge in our education with the help of our teachers.
By thinking of something worse
By comparing yourself to other people, you will find your problems are not so terrible. Think about Stephen Hawking, for example, a very clever scientist, who regards his many physical problems as unimportant. He can't walk or even speak, but he has become very famous and successful. We are probably quite healthy and smart. Let's not worry about problems. Let's face the challenges instead.
After reading, copy the underlined expressions into your Phrase Book as home.
Expressions from How do we deal with our problem?
rich or poor, young or old, have problems, deal with one’s problems, become unhappy, worry about one’s problems, do well at school, influence the way, behave well with…, deal with one’s problems, be angry with…, feel unfair, stay angry for years about…, time goes by, lose good friendships, see… playing together, have disagreements, talk to each other, last for long, an important lesson for…, solve a problem by learning to forget, regarding problems as challenges, complain about school, have too much work to do, the rules are too strict, change…into…, an important part of one’]s development, as young adults, be one’s duty, to try one’s best, to deal with…in one’s education, with the help of…, thinking of something worse, comparing…to…, find one’s problems, think about…, for example, a very clever scientist, regards…as unimportant, become very famous and successful, worry about…, face the challenges
Part 2: Teaching Resources (第二部分：教学资源)
Tips for Beginners
You are like a new baby
Babies learn their language slowly.
First they learn to listen.
Then they learn to talk.
Finally, they can read and write.
Listen to English every day
Listen to English radio.
Watch English TV.
Go to English movies.
Use online lessons.
Make an English/ESL friend
Make up conversations.
Practice dialogues.
Use beginner textbooks.
Read English stories
Start with children's storybooks.
Try ESL readers.
Read advertisements, signs and labels.
Try EnglishClub.com for Young Learners.
Write down new words
Start a vocabulary (new word) notebook.
Write words in alphabetical order (A...B...C...).
Make example sentences.
Always use an English-English dictionary first.
Keep an English diary
Start with one sentence.
How do you feel?
How is the weather?
What did you do today?
Write another sentence tomorrow.
Visit an English speaking country
Learn English more quickly.
Stay with an English family.
Hear native speakers talk.
Have a fun experience.
Unit 2 I used to be afraid of the dark.
Part 1: Teaching design (第一部分：教学设计)
Structures: used to
Target language:
Mario used to be short.
Yes, he did. Now he’s tall.
I used to eat candy all the time.
Did you?
Yes, I did. And I used to chew gum a lot.
Vocabulary: used to, dark, spider, insect
Learning strategies: Brainstorming Comparing
Section A
Goals
●To learn about the use of used to
●To talk about what you used to be like
Procedures
Warming up by learning “used to ”
Hi, everyone. Today we’re going to study Unit 2. Its title is I used to be afraid of the dark. In the title we find a phrase “used to ”. What does it mean? How is it used in English?
used to的用法
“used to加不定式”表示过去常常干某事，现在不在干了。
例如:
I used to go to work by bus. Now I take a taxi.
She used to be very shy.
“be used to doing”表示习惯于干某事。
【例如】
I am used to getting up early and going to bed early.
He is used to being praised by others.
So the sentence “I used to be afraid of the dark.” means in Chinese: 我过去常害怕黑暗。
注意“used to”的疑问形式和否定形式：
-Did you use to be afraid of the dark?
-Yes, I used to be afraid of the dark.
-Did he use to be afraid of the dark?
-No, he did not use to be afraid of the dark.
1a Filling in the chart
Next we are going to fill in the chart below with words to tell about people’s appearance and personality.
Appearance 外表 Personality个性
Tall Outgoing
Straight hair Funny
Beautiful Angry
Black Careful
Dirty Happy
Hungary Hard-working
Sad Strange
Tired Noisy
Now we are going to make sentences to tell about people’s appearances and personalities with the words in the chart.
A: Mario, you used to be tall, didn’t you?
B: No, I didn’t.
A: Wang Hua, you used to have straight hair, didn’t you?
B: Yes, I did.
A: Li Hui, you used to be beautiful, didn’t you?
B: No, I didn’t.
1b Listening and writing
Next you are going to listen to a conversation. In the conversation you will find that Bob is seeing some friends for the first time in four years. Listen and fill in the chart on page 10 with words telling about friends’ appearances and personalities. While listening, pay attention to the form of the sentences.
Tapecripts
Conversation 1
Boy1: Mario, is that you?
Boy2: Yeah it is. It’s Bob! Hey, guys, it’s Bob! I haven’t seen you in four years!
Boy1: Yeah. I’m here with my parents. We’re visiting for a couple of days. Wow, Mario, you look different! You used to be short, didn’t you?
Boy2: Yes, I did. Now I’m tall. And so are you!
Boy1: That’s true… And you used to wear glasses.
Boy2: You have a great memory. Now I wear contact lenses!
Conversation 2
Boy1: Hey, Amy, it’s great to see you.
Girl1: Hi, Bob. How are you
Boy1: Fine. Wow, you’ve changed!
Girl1: Really? How?
Boy1: Well, you used to have short hair.
Girl1: You remember that? Yes, I did.
Boy1: And you used to be really tall!
Girl1: Not any more. You’re taller than me now, Bob.
Conversation 3
Girl2: Hiya, Bob.
Boy1: Hi, Tina. You’ve changed too.
Girl2: Oh, yeah?
Boy1: You have blond hair!
Girl2: Yeah, it used to be red, didn’t it?
Boy1: And it’s straight!
Girl2: It used to be curly.
1c Dong pairwork
Look at the picture on page 10 and make more conversations.
A: Mario used to be tall.
B: Yes, he did. Now he’s tall.
A: Zhao Juan used to be black.
B: Yes, she did. Now she’s white.
A: Zhang Limei used to be sad.
B: Yes, she did. Now she’s happy.
A: Zhu Wenjun used to be dirty.
B: Yes, he did. Now he’s clean.
2a Listening and checking
Next turn to page 11 and we are going to listen to a tape and check the words we hear.
2b Listening and filling in the blanks
On page 11, listen for information to be filled in the blanks. Remember to pay attention to the form of the language while listening.
Tapescript
Girl1: Hey, Steve! Over here! Don’t you remember me?
Boy1: Oh, wow! You’re Paula, aren’t you?
Girl1：That’s right.
Boy1: But you used to be really quiet, didn’t you?
Girl1: Yes. I wasn’t very outgoing.
Boy1: No, you weren’t. But you were always friendly. Wait a minute! Did you use to play piano?
Girl1: Yes, I did. But now I’m more interested in sports. I play soccer and I’m on the swim team.
Boy1: Wow! People sure change.
Do pay attention to the form of the language while listening.
Tapescript
Girl1: My six-year-old brother started school this week.
Boy1: He’s really lucky. Life was great when I was six.
Girl1: Really? Why?
Boy1: Oh, schoolwork was really easy.
Girl1: Not for me. I didn’t use to like tests. Now I don’t worry about tests.
Boy1: And we used to play every day after school. Now we just study all the time.
Girl1: Yeah, but we used to walk to school. Now we have to take the bus.
Boy1: I remember one bad thing. I used to hate gym. Now I love gym class.
Girl1: Me, too.
2c Doing pairwork
Practice the conversation in activity 2b on page 11. Then make conversations about yourselves.
Girl: Hey, Tom! Over here! Don’t you remember me?
Boy: Oh, wow! You’re Paula, aren’t you?
Girl: That’s right.
Boy: You used to be really short, didn’t you?
Girl: Yeah, I wasn’t very tall .
Boy: No, you weren’t. But you were always busy.
Wait a minute! Did you use to play ping-pong ?
Girl: Yes, I did. But now I’m more interested in ping-pong.
I play basketball and I’m on the singing team.
Boy: Wow! People sure change.
Girl: Hey, Jack! Over here! Don’t you remember me?
Boy: Oh, wow! You’re Mary, aren’t you?
Girl: That’s right.
Boy: You used to be really happy, didn’t you?
Girl: Yeah, I wasn’t very sad .
Boy: No, you weren’t. But you were always excited.
Wait a minute! Did you use to cook the meals?
Girl: Yes, I did. But now I’m more interested in cooking the meals.
I sweep the floor and I’m on the housework team.
Boy: Wow! People sure change.
3a Talking and checking
On page 12 is a list of things people are usually afraid of. Put checks √ in the first two columns to mark the ones you used to be afraid of and the ones you are still afraid of.
Everyday is afraid
We all have fears from time to time. That's true no matter how big we are or brave we can be. Fear can even be good for you sometimes and even help you stay healthy. Fear of getting too close to a campfire may save you from a bad burn. And fear of getting a bad grade on a test may make you study more.
Being a bit on edge can also sharpen your senses and help you perform better in a recital or during a track meet. Some people even enjoy being a little scared. That's why they like to watch scary movies - or go on roller-coaster rides.
3b Doing pairwork
In pairs ask and answer questions as are shown (below) on page 12.
A: Did you use to be afraid of the dark?
B: Yes, I did.
A: Are you still afraid of the dark?
B: No, I’m not. How about you?
A: Me? Oh, yes! I’m terrified of the dark.
B: So, what do you do about it?
A: I go to sleep with my bedroom light on.
A: Did you use to be afraid of the examinations?
B: Yes, I did.
A: Are you still afraid of the examinations ?
B: No, I’m not. How about you?
A: Me? Oh, yes! I’m terrified of the examinations.
B: So, what do you do about it?
A: I make a good preparation before the examination.
4 Doing groupwork
What did you use to do when you were younger? What do you do now? Fill in the chart on page 12 and talk with your classmates about how you have changed.
Activity Past Now
eat … eat rice eat bread
Read… read stories read newspapers
watch …on TV watch news on TV watch movies n TV
Do… at school do homework at school do cleaning at school
Closing down by telling a past story
To end the period we shall have a fun activity by telling about our past beliefs.
I used to believe that if a burglar broke into your house you could easily persuade him to have a seat and wait while the police were called.
我过去以为，如果盗贼闯进你家，你可以轻而易举地劝说他坐下并且等待报警。
Section B
Goals
●To talk and listen about past likings
●To Read about past life
Procedures
Warming up by reviewing “used to”
To start with we shall make a review of “used to.
used to do结构, 过去惯常, 以前习惯于We used to grow peanuts. 我们过去是种花生的。
verB: habitually do something (use only in the past tense) (Example: ”She used to call her mother every week but now she calls only occasionally“)
1a Checking and listing
Look at the pictures on page 13 and check the things you used to like when you were a child.
Taking a rest Taking photos together Dancing together
1b Doing pairwork
What other things did you like to do when you were a child? Write sentences in the box on page 13. Then discuss them with a partner.
I used to go to the gym class.
I used to paint pictures.
I used to attend the music class.
I used to study spiders and other insects.
I used to raise big dogs.
I used to fly in an airplane.
…
2a Listening and checking
You are going to listen and check on page 13 the sentences you hear.
2b Listening and filling
Now you are going to listen again and fill in the charts on page 13
2c Doing pairwork
You are going to compare yourself with your partner.
A: I used to eat candy all the time.
B: Yes, I did. And I used to chew gum a lot.
A: I used to study hard for a big test.
B: Yes, I did. And I used to do well on the last English test.
A: I used to make flashcards.
B: Yes, I did. And I used to study by listen to cassettes.
3a Reading and completing
Read the story on page 14 for the first time and divide the article into parts.
My biggest problem
My biggest problem is that/ I'm too busy. When I was young, I used to have so much time, but/ these days/ I get up early/ and stay in school/ all day. Then/ I go right home /and eat dinner. Before I started high school, I used to spend a lot of time/ playing games/ with my friends, but/ I just don’t have the time/ anymore. In the evening, I used to watch TV/ or chat with my grandmother, but now/ I have to study. I love music, and my father used to take me to concerts. These days/ I hardly have time/ for concerts. I do my homework/ and go to bed. I really miss the old days.
Read the article the second time and underline all the useful expressions.
Read the article the third time and circle all the linking words.
Bow you are going to complete the chart on page 14 with information from the story read.
3b Completing the letter
Let’s go to page 14 and complete the letter using information from the chart in activity 2b.
How I’ve changed!
My life has changed a lot in the last few years. My daily life is different and I used to like different things when I was a child. For example, I used to like tests. Now, I don’t mind them. I used to hate gym. Now it’s my favorite class. I used to play basketball. Now, I just play the violin all the time. I used to run to school. Now, I have to take the bus.
3c Writing about changes in life
You are going to use the information in this unit to write about how your life has changed since primary school in your life.
Many changes have taken place in my life since primary school.
I used to live with my parents. Now I have to find time to visit them at weekends. I used to wear glasses. Now my eyes have become better. I can work without glasses.
I used to like short hair. Now, I don’t mind it.
I used to play piano. Now, it isn’t my favorite music instrument. I like playing violin very muchnow.
4a Asking and filling
When you are home talk to your parents and fill in the chart on page 14 to find out what your parents used to do when they were children and how it is different from what you do.
I… My parents used to…
Books I like reading the textbooks. My parents used to read newspapers.
Music I like playing violin. My parents used to play er’hu.
Sports I like watching football match on TV. My parents used to run on the playground in the morning.
Food I like eating rice. My parents used to have bread for lunch.
Favorite subject at school I like studying English at school. My parents used to study Chinese at school.
Favorite things I like computers. My parents used to be fond of bikes.
4b Doing groupwork
Now you shall talk with your classmates about your parents. Take notes of their life stories.
My parents used to take me on their back.
My parents used to hold me in their arms.
My father used to carry me on his bike.
My father used to help me with my English.
My father used to watch TV with me.
My father used to read me stories in English.
Closing down by learning a poem by heart
To end this period we shall learn a children’s poem about peace.
What is Peace?
Peace is a bird chirping
in the warm Spring sunshine.
A silver fish darting from one clump
of underwater weeds to another, in the cool spring water.
Peace is a butterfly flying in the wind,
against a soft blue sky of summer.
SELF CHECK
1. Fill in each blank with the correct word given. Change the form of the word if necessary. Then make your own sentences with each word.
miss, be afraid, used to, have to, worry about
1.I am afraid of the sea. I don’t know how to swim.
2.Don’t worry about things so much. It will make you stressed out.
3.Sorry, I can’t join you. I have to study for a test.
4.I really miss my friend Tina. She moved to another town.
5.I used to have short hair but now I grow it long. 1.I am afraid of being too busy.
2.I used to get up early and stay in school/ all day.
3.My little sister worries about eating dinner.
4.I have to spend a lot of time doing homework.
5.I miss my father. He used to take me to concerts.
6.I have to do my homework.
7.I really miss the old days.
2. Look at the pictures on page 15 and write about Yu Mei.
It seems that Yu Mei has changed a lot. She used to be short when she was younger, but now she is tall. She used to be alone, but now she has many good friends. I remember she used to play football, but now she likes playing tennis. She used to have short hair, but now she grows it long. She looks more beautiful than before.
Just for fun!
To end the period let’s sing a English song Its name is I will go with my father a-ploughing (我和我爹去耕田).
Reading: He used to cause a lot of trouble.
Before you read-please go over the vocabulary list for unit 2 on page 147.
While you read-read aloud to the recording of the text and underline all the useful expressions. Discuss your problems with your partner if you have any difficulties with the reading passage.
He used to cause a lot of trouble.
Martin Murray is a fifteen-year-old boy. He used to be a ”problem child', but a recent conversation with his mother changed is life. He didn't use to give his mother many problems. However, after his father's death a few years ago, Martin’s life became much more difficult. His mother couldn’t afford to pay for her children's education. To do this, she had to work, and so was not often at home.
His mother looked after him as well as she could. Unfortunately, Martin still caused problems for himself and his family. He was not interested in studying, and he often got into trouble with the police. Luckily, his mother was very patient, and didn’t give up trying to help him. In the end, she made a difficult decision: to send him to a boys' boarding school. Martin hated it and used to cause a lot of trouble. One day, he told his teacher he wanted to leave the school. Even the teacher agreed that Martin was wasting his time.
The head teacher said it was necessary to talk with his mother. Martin called his mother, but to his surprise, this phone call changed his life. “It was exactly what I needed,” he said. “My mother helped me to understand how much she had given me. She also told me that even though my father was no longer with us, he was watching me, and would always take pride in everything good I do. That’s when I decided to change. I realize that since my father died, I have been afraid of being alone, and have tried to make my mother pay more attention to me.”
Now Martin has really changed. He has been working hard, and is now a top student in his class.
How was he able to change? His mother’s love helped him to feel good about himself, and as Martin himself says, “It’s very important for parents to be there for their children.”
After you read-copy all the underlined expressions into your notebook.
Expressions from He used to cause a lot of trouble.
a fifteen-year-old boy, a “problem child', a recent conversation with…, changed is life, give… many problems, after…’s death, a few years ago, become much more difficult, not afford to pay for…, not often at home, look after…, caused problems for…, not interested in studying, get into trouble with…, give up trying to help…, in the end, made a difficult decision, send…to a boys' boarding school, cause a lot of trouble, one day, leave the school, waste one’s time, talk with…, called…, to one’s surprise, change one’s life, be no longer with…, watch …, pride in…, be afraid of being alone, make… pay more attention to…, work hard, a top student in one’s class, feel good about…
Part 2: Teaching Resources(第二部分:教学资源)
I. List of simple adjectives
Able, Afraid, Bad, Big, Brave, Bright, Careful, Careless, Cheap, Clean, Clear, Clever, Cold, Comfortable, Cool, Close, Dangerous, Dark, Dead, Deep, Dirty, Dry, Difficult, Early, Easy, Empty, Exciting, Expensive, Fair, Famous, Far, Fast, Fat, Free, Fresh, Fine, Flat, Full, Funny, Good, Great, Happy, Hard, Healthy, Heavy, High, Hot, Hungry, Important, Interesting, Kind, Late, Large, Lazy, Light, Long, Loud, Low, Lucky, Narrow, Near, Noisy, Old, Polite, Proud, Quick, Quiet, Rich, Sad, Safe, Strong, Sweet, Thick, Thirsty, Tidy, Useful, Warm, Weak, Whole, Windy, Retrieved
II. List of emotions
fear - feeling afraid. Other words are terror (strong fear), shock, phobia (fear of one thing)
anger - feeling angry. Another word is rage. You can be angry with yourself or with others.
sorrow - feeling sad. Other words are sadness, grief (a stronger feeling, for example when someone has died) or depression (feeling sad for a long time). Some people think depression is a different emotion - see depression.
joy - feeling happy. Other words are happiness, glee (when something good happens to you. or something bad happens to someone else), gladness.
disgust - feeling something is wrong or dirty.
acceptance - feling happy with something.
anticipation - feeling happy because of something in the future.
surprise - how you feel when something happens quickly or when you did not think it would happen.
III. Emotions are:
Anger, opposite Calmness (not feeling excited)
Friendship (Love), opposite Enmity (feeling hate)
Fear, opposite Confidence (having no fear)
Shame, opposite Shamelessness (shame: how you feel when you think you are wrong or stupid; shamelessness: you do not feel shame, but others think you should.)
Kindness, opposite Unkindness (kindness: when you are good to other people)
Pity (when you feel sorry for other people)
Indignation (feeling angry because something is not fair)
Envy (how you feel when other people are luckier than you are)
IV. Simple emotions
discovery – confusion; gain – loss; surprise - no surprise – expectation; wonder surprise – commonplace; happiness – unhappiness; amusement – weariness; completion – incompleteness; courage - timidity – cowardice; pity – cruelty; repentance - lack of regret - innocence
V. Complex emotions
pride - modesty- shame; closeness - detachment – distance; complaint/pain - doing OK – pleasure; caution - boldness – rashness; patience - mere tolerance – anger; relaxation - composure - stress
VI. Pure emotions
fear - nervousness – security; togetherness – privacy; respect – disrespect; appreciation – envy; love - no love lost – hatred; familiarity – mystery;
VII. Propositional attitudes
attentive - inattentive – avoiding; alertness – exhaustion; intent - indecision - refusal
effort - no real effort – repose; hope – despair; desire - indifference – reluctance; interest - no interest - repulsion
VIII. Complex propositional attitudes
permission – prohibition; competence – incompetence; obligation – freedom; constraint - independence - resistance to constraint; request - negative request
suggestion - no suggestion – warning
Unit 4 What would you do?
Part 1: Teaching design (第一部分：教学设计)
Structures: Second conditional, Should for advice
Target language:
What would you do if you won a million dollars?
I’d give it to medical research.
I can’t sleep the night before an exam. What should I do?
If I were you, I’d take a long walk before going to bed.
Vocabulary: million, charity, pimple, confident, shirt, tie, medical research
Learning strategies: Matching, Listening for key words
SECTION A
Goals
●To learn to use Second conditional and Should for advice
●To listen and talk about imagined life
Procedures
Warming up by learning about Second conditional and Should for advice
The second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it.
The structure of a second conditional sentence
Like a first conditional, a second conditional sentence consists of two clauses, an ”if“ clause and a main clause:
if clause main clause
If I had a million dollars, I would buy a big house.
If the ”if“ clause comes first, a comma is usually used. If the ”if“ clause comes second, there is no need for a comma:
main clause if clause
I would buy a big house if I had a million dollars.
We use different verb forms in each part of a second conditional:
if clause if + subject + simple past verb*
main clause subject + would + verb
1a Talking about imaginary situations
What would you do if you had a lot of money?
If I had a lot of money, I would give it to charity.
If I had a lot of money, I would buy snacks.
If I had a lot of money, I would give it to Hope Project.
If I had a lot of money, I would buy books for the poor.
1b Listening and numbering
Now you are going to listen and number the pictures 1 to 3 in the order you hear them.
Tapescript
Girl1: Hey, did you see this newspaper article? An old man had a million dollars. And he gave it to charity.
Boy1: Wow, what a nice man!
Girl1: What would you do if you had a million dollars?
Boy1: If I had a million dollars, I’d give the money to the zoo. I want to help the pandas.
Girl1: That’s a gook idea! I know what I’d do. I’d buy a big house for my family.
Girl2: Really? I’d put the money in the bank. Then I’d just watch it grow!
Boy2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people.
Now listen again and write down the sentences with Second conditional and Should for advice
1c Doing pairwork
Let’s pretend that we are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars.
Look. This old man had a million dollars, and he gave it to charity.
Wow! What would you do if you won a million dollars?
I’d give it to medical research.
I’d take a chance to achieve my dream of flying to the moon.
If I won a million dollars, I’d stop working and become a professional runner.
I’d go to an old people’s home to help them.
I’d volunteer at the hospital twice every week.
2a Listening and circling
Listen to the tape and circle the reasons in the box on page 27 why Larry is nervous.
Tapescript
Girl1: Where are you going, Larry?
Boy1: To Tom’s party.
Girl1: Lucky you! I’d love to go to that party!
Boy1: Yeah, well, I’m a little nervous. I don’t know what to wear.
Girl1: If I were you, I’d wear a shirt and tie.
Boy1: And I don’t have a present. What if everyone brings a present?
Girl1: If I were you, I’d take a small present-a pen or
something. Keep it in your pocket and if everyone has a present,
you can give him yours. If not, you can keep it.
Boy1: OK. But what if I don’t know anyone?
Girl1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.
Boy1: I guess I can do that.
Girl1: Look! You’re sure to have fun. But if you’re still nervous, you can leave.
Now listen again and write down all the expressions onto your phrase book.
go to that party, a little nervous, wear a shirt and tie, have a present, bring a present, take a small present, keep…in your pocket, know anyone, talk to…, introduce… to …, have fun
2b Listening and checking
Listen to the tape again and check on page 27 the four things Larry’s sister says to him.
2c Doing pairwork
Xu Linfeng, you are Larry. Men Yating, you are Larry’s sister. Xu is going to talk about his worries and Men is going to give him advice.
X: I don’t know what to wear. M: If I were you, I’d wear a shirt and tie.
X: I don’t have a present. What if everyone else brings a present? M: If I were you, I’d take a small present-a pen or something.
X: What if I don’t know anyone? M: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.
… …
3a Reading and matching
Go to page 28. Read the problems in the boxes and match them with the correct advice.
And now write down all the expressions into your phrase book.
be really shy, enjoy parties, get nervous before big parties, get pimples, look terrible, the night before…, take a big exam, do well, help with…, eat lots of fruits, drink lots of water, take a long walk, go to bed, look friendly, feel shy
3b Thinking and role playing
Next you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner.
A: I am really shy. I don’t enjoy parties. B: If I were you, I’d go and shout in the street. I’d set up parties and invite all my classmates to come and sing and dance.
A: I get nervous before big parties and I get pimples. B: Pimples look good to me. They are not terrible at all. If I were you, the night before the big exam I’d lie in bed counting the cows, the sheep, the cattle and the horses. Then I’d have a nice sleep. If you count as many cows as possible you’d do well in the exam.
A: I can’t lose my weight. B: If I were you, I’d eat lots of fruits, drink lots of water and take a long walk before going to bed every evening.
4. Doing group work
You are put into pairs and find out each other’s problems at school and at home. Then give each other advice.
I really want to go to the mall with my parents, but I don’t have the time. Finish your homework at school and stop going to Sunday classes. You’ll find time that way.
I failed the driver’s exam and cannot get my driver’s license. Go practicing driving more often and go over the textbook three more times. You won’t fail next time.
My father does not want me to get my ears pierced. If I were you, I’d go to my mother for support. Or you can ask your mother to have her ears pierced first.
I have to go to school on foot. I want to take the bus. Going to school on foot is good for your health. Go on going to school, to any places nearby on foot. It save money, too.
I like to choose my own clothes, but my mother doesn’t allow me to do that. Wear your school uniforms while you are still a student. Wait till you are a big man and you’d have the right to choose your own clothes.
… …
Closing down by taking a test on Second conditional
Match up the parts of the sentence
1. If I lost my job,
a) we'd both benefit.
b) I'd have a lot of problems getting another one.
c) you'd be more aware of what people really felt.
d) we wouldn't be so behind technologically.
2. If I were in your position,
a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) you'd be more aware of what people really felt.
d) we wouldn't be so behind technologically.
3. If I spoke Japanese as well as you do,
a) I'd resign rather than wait to be sacked.
b) I'd try to find a job with one of the Japanese banks.
c) we'd both benefit.
d) we wouldn't be so behind technologically.
4. If we spent more on Research and Development,
a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) I'd try to find a job with one of the Japanese banks.
d) we wouldn't be so behind technologically.
5. If you spoke less and listened more,
a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) I'd try to find a job with one of the Japanese banks.
d) you'd be more aware of what people really felt.
6. If you spent more time on your own problems and a bit less on mine,
a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) we'd both benefit.
d) I'd try to find a job with one of the Japanese banks.
7. If we controlled our expenses a bit better,
a) I'd resign rather than wait to be sacked.
b) I'd have a lot of problems getting another one.
c) we'd save a lot of money.
d) I'd try to find a job with one of the Japanese banks.
8. If you invested some time into learning how the Internet works,
a) you'd find that it could really help you in your job.
b) I'd have a lot of problems getting another one.
c) we wouldn't be so behind technologically.
d) I'd try to find a job with one of the Japanese banks.
9. If we opened an office in Tokyo,
a) we wouldn't be so behind technologically.
b) you'd be more aware of what people really felt.
c) I'd be interested in working there.
d) we'd both benefit.
10. If you didn't take the job,
a) you'd regret it later.
b) you'd be more aware of what people really felt.
c) we wouldn't be so behind technologically.
d) I'd try to find a job with one of the Japanese banks.
SECTION B
Goals
●To find out about people’s personalities
●To learn to communicate by Second conditional and Should for advice
Procedures
Warming up by learning about personality
What is personality? What is your personality?
In psychology, personality describes the character of emotion, thought, and behavior patterns unique to a person. There are several theoretical perspectives on personality in psychology, which involve different ideas about the relationship between personality and other psychological constructs, as well as different theories about the way personality develops.
1a Describing and filling
Turn to page 29 and fill in the blanks with words given.
1b Which words in activity 1a describe you? Tell your partner.
What are you like? I think I am creative and outgoing.
Words used to describe people
Adventurous, superstitious, dependant (on), unfriendly, aggressive, active, old-fashioned, anxious, adaptable, decent, moral, annoyed, irritated, arrogant, very irritating, enlightened, well-informed, upset, excited, open, open-minded, sincere, honest, crazy, flipped-out, well-balanced, stable, shy, timid, talented, gifted, excited, enthusiastic, crazy, mad, persevering, persistent; dogged, helpful, well-known/famous, crazy, loopy, mad, zany, popular, modest, humble, self-effacing, demented, crazy, possessive, spellbinding, fascinating, silly, ignorant, stupid, spiteful, evil, angry, mean, spiteful, well-behaved, good, chaotic, disorganized, charming, cool, thankful, grateful, dumb, self-centred, ambitious, honest, jealous, selfish, simple, plain, simply, arrogant, smug, vain, unique, matchless, lonely, lonesome, vain, very mean, detestable, disgusting, elegant, classy, touchy, sensitive (to), sensitive, feeling, energetic; assertive, committed, dedicated, narrow-minded, successful
serious, first-class, fair, fantastic, fascinating, lazy, cowardly, fainthearted, refined, unchanging, solid, fit, feeling good, hard-working, industrious, progress-minded, cheeky, kind, friendly, happy, cheerful, merry, thoughtful, considerate, hospitable, generous, educated, cultured; well informed, patient, dangerous, full-of-feeling, sentimental, brilliant, stingy, cheap, tight, rude, low, ignorant, pleasant, brilliant, genius, just; fair; impartial, valued, dear, appreciated, clever, skillful, skillful, clever (at), closed, reserved, talkative, chatty, talkative, sociable, healthy, conscientious, greedy, reliable, trustworthy, pathetic (towards); unconcerned (about), indifferent (to), happy, lucky, rude, generous, well-dressed, good-humoured, well informed (on), good-natured, stubborn, hard-headed, stubborn, domestic, home-loving, cheerful, bright, clear-headed, uninhibited, unworried, wonderful, magnificent, heartless, helpful, cooperative, helpful, deceitful, tricky, naughty, proud, snobby, stuck-up, polite, hungry, realistic
2a Listening and checking
Cella is asking Bill questions from a personality survey. Check the questions Cella asks.
Tapescript
Girl1: I just did a personality survey in Teen Time magazine. It tells you how confident you are.
Boy1: Oh? How did you do, Celia?
Girl1: I don’t know yet. But it’s a really interesting test. You should try it, Bill.
Boy1: OK.
Girl1: How about question 1? What would you do if the teacher asked you to give a speech in front of the whole school?
Boy1: I’d say I had a cold and couldn’t speak. I would be afraid to make a speech in front of the whole school.
Girl1: How about this movie question? What would you do if someone asked you to be in a movie?
Boy1: Oh, I’d say no. I’d be too nervous. What’s the next question?
Girl1: Let’s see…
2b Listening and circling
You shall listen again to the recording and circle Bill’s responses. Copy the phrases from the listening script.
do a personality survey, in Teen Time magazine, a really interesting test, give a speech, in front of the whole school, have a cold, be afraid to make a speech, in front of the whole school, in a movie
2c Doing pairwork
In pairs ask and answer the questions in the personality survey on page 29.
3a Reading and filling
Look at the survey in 2a and read the personality survey result below on page 30. Fill in the balnks with a, b or c.
3b Looking and writing
Next you are to write your own personality survey based on the that in 2a.
4 Doing groupwork
Ask students in your group the questions from your survey. Discuss the results.
Closing down by taking a personality survey
Read each statement carefully, and choose one answer from “Strongly Agree”, “Agree”, “Disagree”, “ Strongly Disagree” as a description of you.
Questions Strongly Agree Agree Disagree Strongly Disagree
Waste my time?
Often feel blue?
Seldom feel blue?
Have little to say?
Do not like art?
Believe in the importance of art?
Dislike myself?
Have a good word for everyone?
Feel comfortable with myself?
Feel comfortable around people?
Am not interested in abstract ideas?
Have a sharp tongue?
Are always prepared?
Keep in the background?
Pay attention to details?
Rarely get irritated?
Respect others?
Make friends easily?
Have a vivid imagination?
Find it difficult to get down to work?
Am not easily bothered by things?
Know how to captivate people?
Avoid philosophical discussions?
Accept people as they are?
Get chores done right away?
skilled in handling social situations?
Cut others to pieces?
Carry out my plans?
Am very pleased with myself?
Would describe my experiences as somewhat dull?
Do not enjoy going to art museums?
Suspect hidden motives in others?
Do just enough work to get by?
often down in the dumps?
Tend to vote for liberal political candidates?
Tend to vote for conservative political candidates?
Make people feel at ease?
Make plans and stick to them?
Have frequent mood swings?
Don't like to draw attention to myself?
Carry the conversation to a higher level?
Get back at others?
Don't see things through?
Panic easily?
Don't talk a lot?
Enjoy hearing new ideas?
Insult people?
Shirk my duties.
Believe that others have good intentions?
SELF CHECK
1.Filling the blanks
On page 31 is a box with sentences in black. Read them and fill in the blanks with a correct word given. Make changes to the form if necessary.
2.Reading an e-mail
Read the e-mail from Fran and copy all the expressions.
Subject: Can you help? From: Fran
Dear Knowledgeable,
My best friend, Mei, has a problem. There is a really important English speech contest for our whole city next month. Our classmates want her to represent the class in the school contest. Everyone is sure she will win. It’s probably true. Mei is very clever, and can speak English really well. In fact, she always comes top in the school exams. The problem is that she’s very shy. She doesn’t want to let her friends down, but she’s terrified of speaking in front of other people. She’s my friend, so she can tell me that she’s shy. But she can’t tell everyone that. I don’t think they would believe her. I can’t think of any good advice to give her, but you always come up with good solutions to people’s problems. What do you think I should tell Mei? What do you think I should tell the rest of the students? Fran
Just for fun
To end this period let’s do something fun-to find the animals.
Reading: What would you do if …?
Before you read, go to page 148 to learn the words for this reading passage first.
While you read, put the sentences into thought groups and underline all the useful phrases to be copied later after class.
Martin Robinson is a famous doctor/ who has a lot of experience/ dealing with teenagers. His new book/ What Would You Do/ If…? came out/ last month. It gives advice/ on what to do/ in lots of different situations. Here are two pages/ from the book.
ACCIDENTS
Question 1: What would you do/ if you cut yourself/ by accident?
Doctor: You should cover the cut/ with a clean cloth /and press it/ hard. If it’s a deep cut, you should see a doctor.
Question 2: If my grandmother fell downstairs, and wasn’t moving, I’d hurry/ to call the hospital/ first. Is that/ correct?
Doctor: Yes, speed is very important. Get the medical help/ first, then make her comfortable/ and stay/ with her.
Question 3: What would you do/ if you burned yourself/ by accident?
Doctor: Well, first find out/ how bad/ it is. Then/ put the burned area/ under cold running water.
Question 4: What would you do/ if you injured your knee /while running?
Doctor: If I felt some pain, I’d stop exercising. And/ if it hurt/ for more than a few days, I’d see a doctor.
PROBLEMS
Problem 1: A friend offers you cigarettes/ at a party.
Advice: Of course/ you should refuse！If I were you, I’d also talk to your friend/ about the dangers of smoking.
Problem 2: Children often think/ medicine is candy/ and eat it.
Advice: You must always hide medicine/ from children, and/ you should tell children/ to ask their parents/ before they eat “candy”/ they find.
Problem 3: An “internet friend” has asked/ if you could meet.
Advice: You should tell your parents/ about it, agree to meet/ in a public place, and you shouldn’t go alone.
Problem 4: You get pimples/ when you are nervous.
Advice: You should drink lots of water/ and ask your doctor for advice.
Part 2: Teaching Resources (第二部分：教学资源)
A Personality survey
In School
1. I like teachers who set routines and have organized ways of conducting classes.
2. I like classes to be ”hands on," I like to play games, compete, and solve problems.
3. I like my teachers, especially those who are friendly.
4. I learn best by working by myself.
5. I prefer teachers who stay on one topic at a time.
6. I like classes that have contests, changes of pace, and variety.
7. My favorite subjects are about people, such as language, drama, and literature.
8. I am easily bored if the subject holds no interest to me.
9. I like subjects that are useful and traditional, such as history and government.
10. My favorite subjects are music, art, and crafts.
11. I am social and work best in a group setting.
12. Sometimes, it is hard for me to decide what's important, because so many things are interesting to me.
With Friends
13. I prefer friends who are careful with their money and who make plans ahead of time.
14. Planning ahead bores me because I never know what I want to do until the moment arrives.
15. I am sensitive to rejection and need to know that a person cares about me.
16. I may seem distant and without emotions.
17. I like my friends to be loyal, dependable, and on time.
18. I like to excite my friends with new and different things.
19. I appreciate real, human feedback and like to receive notes and gifts.
20. I am uneasy about showing my emotions.
With Family
21. I like stability and security and enjoy traditions and celebrations.
22. I need a lot of space and freedom.
23. I like to be happy and loving.
24. I am probably seen as a loner because I like a lot of private time to think.
25. I like to spend holidays with family members and plan on such gatherings for months and months.
26. It is hard for me to follow rules and I feel we all should just enjoy one another.
27. I am very sensitive to rejection from my family and to family conflicts.
28. Sometimes, I find activities boring and have difficulty following family rules that don't make sense to me.
Unit 13 Rainy days make me sad.
Part 1: Teaching design (第一部分：教学设计)
Structures: make/s me ＋ infinitive, make/s me ＋ adjective
Target language: I’d rather go to the Blue Lagoon restaurant because I like to listen to quiet music while I’m eating. Me too! Loud music makes me tense. I agree. Loud music makes me uncomfortable.
Vocabulary: lighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny, skin, cream, toothpaste, endangered, uncomfortable, useful
Learning strategies: Personalizing, Matching
Section A
Goals
●To learn to use make/s me ＋ infinitive, make/s me ＋ adjective
●To listen and talk about eating in a restaurant
Procedures
Warming up by learning to use make/s me ＋ infinitive, make/s me ＋ adjective
On page 103 is the grammar focus chart. Read the three sentences and try to understand its structure.
Loud music makes me tense.
Loud music makes me want to dance.
That movie made me sad.
Now you are supposed to make as many sentences with the
make/s me ＋ infinitive, make/s me ＋ adjective structure as possible.
1a Looking and saying
On page 102 is a picture of restaurants. Which one would you like to go? And why?
◆ I like to go to the one on the left because the music there would make me excited.
◆ I like to go to the one on the right because the music there would make me quiet.
◆ I like to go to the one on the left because the pictures there would make me tense.
◆ I like to go to the one on the right because the things there would make me happy.
1b Listening and completing
Listen to a conversation between Amy and Tina talking about eating in restaurants.
While listening, pay attention to the “make/s me ＋ infinitive, make/s me ＋
adjective structure” .
Tapescript
Girl1: I’m hungry, Amy.
Girl2: So am I. Why don’t we get something to eat?
Girl1: Yeah. Let’s go to the Rockin’ Restaurant. I love their hamburgers.
Girl2: Oh, Tina… I hate the Rockin’ Restaurant.
Girl1: Why? The food is great, isn’t it?
Girl2: The food’s fine. I just don’t like the atmosphere. Those awful pictures on the walls make me sad, and the loud music makes me tense.
Girl1: OK. So where do you want to go, Amy?
Girl2: Let’s go to the Blue Lagoon. The soft music makes me relaxed.
Girl1: Not me. It makes me sleepy.
And now complete the unfinished sentences in the chart on page 102.
The Rockin’s Restaurant The Blue Lagoon
The awful pictures make Amy sad. The soft music makes Amy relaxed.
The loud music makes Amy tense. The soft music makes Tina sleepy.
Now you are supposed to read the tapescript. While reading, underline the expressions and circle the connectives.
1c Doing pairwork
What are your opinions about the two restaurants? Which on would you like better?
A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating.
B: Me, too! Loud music makes me tense.
A: I agree! Loud music makes me uncomfortable.
A: I’d rather go to the Rockin’s Restaurant because I like to listen to loud music while I’m eating.
B: Me, too! Loud music makes me excited.
A: I agree! Loud music makes me happy.
2a Listening and numbering
3 4
2 1
A boy and a girl are talking about their past experiences. Listen to their talk and number the pictures on page 103.
Tapescript
Boy: Did you and Amy have fun last night, Tina?
Girl: Well, John… yes and no.
Boy: Was Amy late as usual?
Girl: Yes, she was. And waiting for her made me angry.
Boy: Where did you go?
Girl: First we went to the Rockin’ Restaurant, but Amy didn’t want to stay. She said that loud music made he tense.
Boy: That’s funny. Loud music always makes me want to dance.
Girl: Me too. So then we went to the Blue Lagoon. It was quiet and the food was great. We had a good time.
Boy: Then did you go to the concert at the high school?
Girl: No. We decided to go to the movies. We saw Remember Me Forever. It was a really good movie, but it was so sad it made us cry.
Boy: Sad movies don’t make me cry. They just make me want to leave!
Girl: You sound just like my brother!
2b Listening and checking
You are supposed to listen to the conversation once again. Before you listen, go over the seven sentences said by Tina and John in the box on page 103. While you listen, check √the things said by them respectively. After you listen, check your answers against each other’s.
√Waiting for her made me angry.
√She said that loud music made her tense.
×Loud music makes me happy.
√Loud music always makes me want to dance.
√It was so sad it made me cry.
√Sad movies don’t make me cry. They just make me want to leave!
×It made me sad.
All right now, you are supposed to read the tapescript. While
Reading, try to circle the “make/s me ＋ infinitive, make/s me ＋ adjective structure”, underline the expressions and blacken the connectives.
2c Doing pairwork
Go over the activities in 2a and 2b. Then in pairs try to role play the conversation between Tina and John. You may make use of the examples on page 103 to begin with.
John: Did you have fun with Amy last night?
Tina: Well…yes and no. She was really late.
John: Amy was late as usual, wasn’t she?
Tina: Yes, she was.
John: And waiting for her made me angry?
Tina: Yes, it made me angry.
John: What did you do?
Tina: First we went to the Rockin’ Restaurant.
John: Did you stay long there?
Tina: No, we didn’t because Amy didn’t want to stay.
John: Why?
Tina: She said that loud music made he tense.
John: That’s strange. Loud music always makes me excited and want to dance.
Tina: Me too.
John: So then you went to the Blue Lagoon as usually, didn’t you?
Tina: yes, you guess right.
John: It was quiet and the food was great there. Did you have a good time there?
Tina: Yes, we did.
John: Where did you go then?
Tina: I wanted to go to the concert at the high school. But Amy didn’t like to go there. We decided to go to the movies.
John: What movie did you watch?
Tina: We saw Remember Me Forever.
John: It was a really good movie, wasn’t it?
Tina: Yes, it was, but it was so sad it made us cry.
John: Sad movies make me want to leave!
Tina: You behave just like my brother!
3a Reading and answering
On page 104 is an article about restaurant science. Before you read, imagine just what a restaurant science is. While you read, try to divide the sentences into parts, underline the expressions and, blacken the connectives and circle the “make/s me ＋ infinitive, make/s me ＋ adjective” structure.
Restaurant science
Restaurant owners have to know how to make food. They also have to know how to make money. Here are some things they’ve learned from scientific studies. The color red makes people hungry. Red also makes customers eat faster. Many fast food restaurants, therefore, have red furniture or walls. Soft colors like pink and light blue ma ke people relaxed, so they spend more time eating their meals. Soft lighting makes people look good, but it makes food look bad. Loud music may be nice at first, but it soon makes people want to leave. Hard seats also make customers want to eat quickly and leave. Many restaurants, especially fast food restaurants, use this knowledge to make customers eat faster. Customers only sit for about 20 minutes before they leave. Because customers don’t stay very long, small restaurants can serve many people every day.
Now you are to answer the three questions on page 104 in the box.
1.What does the color red make most people feel? →The color red makes people
hungry. Red also makes customers eat faster.
2.Why do so many fast food restaurant paint their walls red, play loud music, and have hard seats? →Because red color makes customers eat faster, loud music makes people want to leave and hard seats also make customers want to eat quickly and leave.
3.Do you think it’s fair that some restaurants are designed to be uncomfortable. → No, I don’t think so. The restaurant owners are running the restaurants in order to make money. They want more customers to come to spend money in their restaurants.
3b Doing groupwork
Now let’s play a game. Tell your group members about a place you know well. Let them try to guess the name of the place.
A: The seats are very hard.
The white walls make me stressed.
B: Is it this classroom?
A: No, it isn’t.
B: Is it a hospital?
A: Yes, that’s right.
A: The house is very big.
The noise makes me tense.
B: Is it a railway station?
A: No, it isn’t.
B: Is it a dancing hall?
A: No, it isn’t.
B: Is it a therter?
A: Yes, that’s right.
4 Completing and surveying
1) How do you feel about pollution?
2) It makes me kind of angry. How about you?
3) It makes me want to join a clean-up campain.
A survey about…
How do you feel about…? You Zhao Mingyuan Li Baoguo
Pollution Makes me uncomfortable Makes me unhealthy Makes me headache
Heavy traffic Makes me tense Makes me go on foot Makes me stay indoors
Loud music Makes me excited Makes me shut my ears Makes me crazy
Endangered animals Makes me sad Makes me unable to fall asleep Makes me stop eating meats
Smoking Makes me sick Makes me stressed Makes me cry
People who keep you waiting Makes me angry Makes me hungry Makes me thirsty
Closing down by looking and saying
SECTION B
Goals
●To learn to use make/s me ＋ infinitive, make/s me ＋ adjective structures
●To listen, talk and read about products
Procedures
Warming up by playing a game
Good morning, class. It is so cold today. The weather here
makes me sad. Now let’s first play a game to make us happy. We shall try to say as many sentences with make/s me ＋ infinitive, make/s me ＋ adjective structures as possible. The one who says the most such sentences will be made the monitor for today!
1a looking and matching
On page 105 are four pictures of daily products. Now read, think, and match them with the slogans in the box.
1. Whiter than white → toothpaste
2. For that mysterious look → sunglasses
3. For the shiniest hair ever → shampoo
4. For silky skin → cream
1b Making a list
In our life we use lots of products every. Which ones do you like best, and which ones do you not like? Now make a list of them, three for each choice.
The ones that make me happy The ones that make me sad
computer, bike, handphone car, book, bed
wine, camera, CD player clock, football, medicine
2a Listening and ticking
You are going to listen to a conversation about products used in daily lives. Before you listen, go to page 105 and read the names of the products and the comments in the chart.
Tapescript
Girl1: Wow! Look at this ad for Easy Care Shampoo. For the shiniest hair ever.
Boy: I can’t stand ads like that! They make me really mad.
Girl1: Why?
Boy: They make you think that you can look like the person in the ad. But I bought that shpmpoo and it didn’t work.
Girl2: I agree. Look at this one. Lookout Sunglasses. For that mysterious look. I’ll bet they don’t even keep out the sun.
Boy: And what about this one! Beauty Cream-the silky skin soap.
Girl2: Wait a minute! I tried Beauty Cream and it works really well. It makes your skin really soft. Have you ever tried Starshine Toothpaste?
Girl1: Oh, you mean Whiter than White? Yeah, I tried it and it tastes terrible. I’d never use it.
Boy: I guess you shouldn’t believe everything you read.
After you listen, tick the products they like, and kick out the ones they don’t.
Products What people say
No 1. Easy Care Shampoo → d. It didn’t work.
No 2. Lookout Sunglasses → c. They don’t even keep out the sun.
Yes 3. Beauty Cream → b. It worked really well.
No 4. Starshine Toothpaste → a. It tastes terrible.
2b Listening and drawing
Next you are to listen and draw to show what the people say about the products.
Finally go on to read the tapescript to learn some expressions and the make/s me ＋ infinitive, make/s me ＋ adjective structures.
2c Doing groupwork
In 1b you have made a list. Now to practice spoken English you are to make use of the list making a conversation with your group members.
A: Have you ever had Beijing Duck?
B: Yeah. I love it.
A: Have you ever used a computer?
B: Yeah. I love it.
A: Have you ever ridden a bike?
B: No, I don’t love it.
A: Have you ever used a handphone?
B: Yeah. I love it.
A: Have you ever drunk wine?
B: No. Never. I don’t love it.
3a Reading to decide
On page 106 you will find article talking about advertising.
Before you read, guess at the ideas to be talked about in the article. While you read, underline the expressions, blacken the connectives and circle the examples of the make/s me ＋ infinitive, make/s me ＋ adjective structures.
Advertising: pros and cons
In the modern world, advertising is everywhere！Some people think that ads are great. Others hate ads, saying that they make our cities and countryside look ugly. Many ads are aimed specially at teenagers, and some young people see mo re than 100 advertisements a day. It’s true that some ads can be very useful. For instance, they can help you to compare two different products so that you can buy the one you really need. They can also help you save money. When prices are listed, you can go to the store with the lowest price. Ads also tell you when stores are having sales. However, some advertising can be confusing or misleading. Sometimes the words sound good but don’t really tell you anything about the quality of the product. At other times, the picture in an ad looks a lot better than the real thing. And you have to be careful. At times an ad can lead you to buy something you don’t need at all.
After you read, decide if you agree with the author or not.
3b Reading and completing
On page 106 in the center is an unfinished article. Read it and try to complete it using the information about two or more products in activity 2a.
Some advertisements tell the truth and some don’t. For example, the Easy Care Shampoo says it will give the shiniest hair ever. But my friend tried it and found it didn’t work. Lookout Sunglasses advertised don’t even keep out the sun! And there is the Starshine Toothpaste. It tastes terrible. It smells! But the Beauty Cream is a real thing. It works really well for me.
3c Looking and writing
After you read, you are to write! Now go back to page 105 to write slogans of your own with the help of the slogans of theirs there on page 105.
Car→ It runs faster and never turns over!
Handphone → Call you, hear you, go to you, come to me!
…
4 Doing pairwork
In pairs discuss how the posters on page 106 make you feel.
A: I would love to make friends with the two pretty girls.
B: Not, me. This poster makes me angry!
A: I would love to see this movie.
B: Not, me. This poster makes me terrified!
A: I would love to visit this park.
B: Me, too. This poster makes me excited!
Closing down by drawing your own posters
At the end of the period we shall do something interesting: we
shall draw pictures or posters. To advertise your products or services you have to draw posters. Now let’s wait and see whose products of posters are the most attractive and persuasive!
SEFL CHECK
1 Reading and filling
To do something boring, go to page 107 and read the 5 sentences in the box. Complete them with a correct word given in its correct form. OK?
list, lead, compare, keep out, taste
1.I need a new jacket. This one doesn’t keep out the cold.
2.Customers say the food at the restaurant tastes terrible.
3.When prices are listed, you can go to the store with the lowest price.
4.Working hard at English can lead to a good job.
5.Wait before you buy that watch. Let’s compare prices in another store.
2. Reading and writing
In the center of page 107 is a diary. Now you are given the right to read this diary by Ming. While reading keep your eyes on the structures and expressions. You know how important structures and expressions are for learning English.
Dear Diary, 28, June
I thought today was going to be really bad. To start with, it was raining, and rainy days make me sad. And it was my birthday, but when I got up, no one was at home, and Mom and Dad hadn’t left me a note. I walked to school with my best friend, Gu. She didn’t say anything either. This made me a little angry. After all, I remembered her birthday last month. In class, the teacher asked me for my homework, but as I was so tense when I left home, I had forgotten to bring it with me. That made me annoyed with myself. But things got better. Gu invited me for lunch. I was so surprised. Mon and Dad and all my friends were there. I had a wonderful surprise birthday lunch. That made me VERY happy.
Early morning Late morning Noon Lunch time
sad A little angry annoyed surprised
Just for fun!
Looking at the posters above and write ad slogans for them.
Reading: Receiving money makes me uncomfortable.
Before you read, go to the vocabulary list for this part on page 155. Read the words and study the word formation for meanings.
While you read, blacken the predicates and circle the connectives.
Receiving money makes me uncomfortable.
Many books have been written about “the art of giving”. But what about the art of receiving? Sometimes, receiving a gift can be difficult, especially when someone buys you a gift you don’t want！
“I remember when I was about twelve years old, my parents bought me a purple purse,” laughs Guo Xiaojing. “It really made me feel embarrassed, because to be honest, I thought the purse was really ugly！Still, I pretended that I liked it because I knew it would make my parents happy！”
Han Ling agrees. “That sounds like my grandparents！A few years ago, my grandparents gave me an orange sweater for my birthday. I used to wear it every time I visited them, but when I left their house, I took it off！Of course, this made me feel guilty. It was a very nice thought, but my grandparents have different taste from me！I think it’s hard to buy clothes or other personal things for people.”
To make things easier, some people would rather just give money. In some cultures, however, receiving money can make people uncomfortable. “When someone gives me money, it just makes me think they’re being lazy,” says John Wilson. “In England, we have a saying: It’s the thought that counts. When someone gives me money, I feel they don’t think at all. I prefer to receive a gift that has some thought behind it. I don’t mind if it’s something I don’t need. If someone has thought about a gift for me, it always makes me happy.”Different people have very different thoughts on this subject！So maybe the art of receiving is even more difficult than the art of giving！What do you think?
Part 2: Teaching Resources (第二部分：教学资源)
I. What is a poster?
A poster is any large piece of paper which hangs from a wall or other such surface. They are a frequent tool of advertisers, propagandists, protestors and other groups trying to communicate a message, and they also see personal use by people, especially the young, who wish to decorate in a relatively low-cost manner.
II. Some wonderful slogans of advertisements
Trust me, you can make it. (美容)
Human technology. (Nokia)
When there is no tomorrow. (联邦快递)
The milk chocolate that melts in your mouth-not in your hand. (巧克力)
Good to the last drop. (雀巢咖啡)
Next to myself, I like BVD best. (BVD内衣)
Just do it. (运动鞋)
Things go better with coke. (可口可乐)
One card, all the possibility. (Visa)
MasterCard. Master the shopping possibility. (Card)
It's everywhere you want to be. (Visa)
Don't leave home without it. (美国通卡)
Ugly is only skin-deep. (汽车)
Shape up your image, future and life.
Natural is beautiful. (美容)
Gifted photographers require beautiful print quality.
Using your own way to enjoy working; It's no price. (信用卡)
Everything we do is driving by you. (汽车)
Travel by air without any reservation. (鞋子)
A diamond is forever. (钻石)
We do chicken right. (炸鸡)
No matter how you look at typing, we are your type. (打字机)
The taste that refreshes. (饮料)
Nokia connection people. (Nokia)
Makoto Bank. Making communities together. (银行)
Ford has a better idea. (Ford)
Save our mouth for Memtos. (食品)
It's Finger Licking good./we all do it for you. (快餐)
Are you in or out? (美语补习班)
Keep walking. (酒类)
We share. (寿险)
Made to move. (Nike)
We're family. (信用卡)
Forever sport. (Adidas)
Just call me, be happy. (大哥大)
So charming, so easy. (化妆品)
Air France-making the sky best place on earth. (航空)
Your favorite spare for your pleasure and dream. (动画商品)
It's been a long hard road without you on the mind. (汽车)
Unit 3 This is my sister
一、教学目标
●对人物进行简单的描述
●根据相关信息辨别人物
语言目标 学习策略与思维技巧 重点词汇
This is my brother.
Is she your sister?
Yes, she is./ No, she isn't. *运用对话练习，掌握如何用于介绍家人、朋友。
*运用对话练习，获取家庭基本信息。
*通过学习、识别、记忆，学会归纳、总结一些单词的构成（复合词）学会巧记单词。 bother, father, sister, brother, grandmother, grandfather, grandparent, uncle, aunt, cousin, parent.
语言结构 语言功能 跨学科学习
1、指示代词this, that, these, those
2、人称代词I, he, she
3、Yes / No问句的简单回答
4、Plural nouns Introduce people
Identify people 艺术：画出家庭成员图画并根据此介绍。
语言艺术：利用卡通画学习单词、句型。
文化艺术：能编写简单的家谱
●能简单介绍自己的家人和朋友
二、教学设计的思路及教学建议
思路：本单元的Topic是“Talk about family”。这是每个学生都熟悉且感到亲切的话题，因此学生参与各项活动的积极性、主动性会比较高，而且每位学生都有话可说，有事可做，不会感到无从下手，当旁观者或听众。所以，在这一单元的教学过程中，我本着《新标准》所提倡的“面向全体学生”，这一教学思想，尽可能多地创设让所有学生都参与的活动，采用任务型教学途径，倡导体验参与，让学生在做中学，学中做，使所有学生都能体验到成功的喜悦，使其在愉快和自信的情绪中保持积极的学习态度，增强信心。同时，根据“整体设计目标，体现灵活开放”这一教学原则，在强调任务设计的实用性与可行性的同时，也注意阶梯性，使特长生有展示才能的舞台，使班里的英语优秀生有创新、展示的机会，并培养他们课外自主学习、合作学习、探究学习等学习策略，也拓宽了他们的学习渠道（查字典、翻阅资料、上网等）。从而促使全班同学在各自原有的水平上得到发展。基于此，结合教材特点，我提出以下教学建议：
教学建议：英语教学的最终目的就是能用英语“做事”，即让学生在课堂上或课后有机会运用所学到的语言材料，并能用英语解决问题，因此在教学中应积极创设语言情境，在活动中引导学生“主动”做。同时教材本身围绕单元话题，设计了很多有趣的、贴近生活的教学活动/游戏。因此，我们可以结合本单元的功能项目及句型，将这些游戏、活动扩展开来，并真正应用于生活实际中去，灵活性、创造性地使用教材，将机械、枯燥的内容融入有意义的英语活动中，即“做事”，从而达到巩固句型并培养学生语言综合适用能力的目的。
eg Task One:（看图添加人头）
Game: Guess, “Who is he/she” according to the clothes he/she wears in the family/photo and then draw his/her head.
Task Two:（家庭-学校联系册）
Fill in a form: Fill in the form that given by the teacher on the basis of the Ss' families in order to build an easy contact between the school and the Ss' family.
Task three:名信片设计能手
Contest: Choose the best desinger according to the photo and the letter he/she writes, choose the best photo with origind idea, the best English description and the best English oral teller as well.
四、具体教案设计
第一课时：（P13-P14）
Step1 Warming up （Recycling）
（Greetings）T: Hi/Hello, Nice to meet you!
（Personal names）T: What's your/his/her name?
（Identify objects）T: Is this/that your……?
（Yes, itis./No, it isn't.
Unit 3 This is my sister
课时安排：四课时
第一课时：P13-P14 第二课时：P15-P16
第三课时：P17 第四课时：P18及练习册
Step2 Presentation
（出示自己家庭的一张大照片）
T: What's this?-It's a photo.
Is this your photo?
Ss: No, it isn't.
T: This is my photo. Look! This is my family.
Who's this/that?
Who are these/those?
-This/That is my father/mother……（讲授新词）
These are my brothers/……
用Who's this/that?句型讲授新词，在问答中与学生形成互动，比全部靠老师一人唱独角戏会更好一点。只要学生小学时有接触过英语，对家庭成员中一些简单的称呼应不陌生，因此在回答过程中，对猜地、讲对的学生应予以肯定，表扬并适当奖励。
2、Read all the words.（先跟老师读，然后组内读，再随意抽读，注意学生语音（美音）的纠正）。
3、Match the words with the people in the picture（1a ）.
Step 3 Listen and practie.
1、（出示挂图P13）T：Now we all know David's family members. Look at Dave. Who does he talk about? （Ss guess first）Listen to the tape and circle the people he talks abut.
2、T: What about the others? Who are they?
让学生到黑板前，指着图并能加以介绍，用上句型。
This/That is his……
or These/Those are his……
3、Introduce your best friend/friends.
向同桌介绍班里你最要好的一个或几个朋友，并能相互问好。
eg SA: Hi,××, This is my friend LiMing(SC).
SB: Hello,LiMing, Nice to meet you.
SC: Hello,××,Nice to meet you, too.
（Or） SA: Hi, ××,These are my friends LinLin and Fangfang.
SB：……
Step4 Listening
（出示一男孩画面）T: And this is David's friend, LinHai. Today Dave asks LinHai to his home for dinner and meet his family. Now listen, who greets him? Finish 2a 2b.
Step5 Game
1、First according to 2C, ask and answer in pairs.
2、Play a guessing game.
每组推选一人上台，用布将他/她眼睛蒙上，其它组任选四人上前问候（Hi/Hello）。其余学生问：Who's this?让他/她猜Is this××?Ss: Yes, it is./No, it isn't.可猜三次，猜中小组得1分并继读猜。猜错，退下。
Step6 Task
出示一张Tom's Family photo like this
让学生根据人物的衣着特征，小组共同合作，添上相应的人头，并在旁边写出家庭成员的名称。然后抽取几个小组上前展示并口头介绍，并评出最佳创意奖及最佳表达奖。
第二课时（P15-P16）
课前先布置学生带来一些照片（全家福/个人照片/幼时照片/侧面、背影照片/朋友、亲戚照片等）。
Step1 Revision
1、Game: Teacher gives some word cards (with pictures) to some students. When the teacher asks“Where'sDavid's father?”
持有相应卡片的学生应立即站起并回答（She/he is）here.
2、以小组竞赛形式复习单词，即将上节课所学词汇写在纸条上，背面朝上，让每组同学依次轮流认读，根据读对的单词数及所用时间评出优胜组。
Step2 Guessing Game and Presentation
T: Yesterday I told you something about my family and friends. Now I'll write some of their names on the Bb. Guess who the person is, I'll see who has the best memory.
（让猜对的人到黑板前写名字继续游戏）
eg 写下“Peng Haibing”
S1: Is he your father? T: No, he isn't.
S2: Is he your brother? T: Yes, he is.
又如：“Cai YiLuo”
S1（可能）:Is she your mother/dahghter/aunt?
在游戏过程中根据学生猜测的需要及相应情景，适时地教授新词Son, daughter, aunt, uncle,cousin.
Step3 Pairwork
1、First look at the picture, finish 3a
2、Practise the conversation with your partner.
Step 4 Groupwork
1、Identify persons
Take out their photos and put them together in their group.
Take turns to ask and answer questions about the photos.
Identify the person in the photo.（利用照片问答，辩认人物）
2、Ask some pairs/ groups to make a conversation in front of the class on the basis of their photo. or give an introduetion of their own family photo.
Step 5 Listening
T：Lin Hai and Dave are also talking about the photo. Finish Section B （2a、2b）.
Step 6 Make a family tree
先老师示范，然后完成Section B (1)中的family tree, 并让学生制作自己家的family tree,并加以评比展示。
Step 7 Task
（制作家庭--学校联系册）
T：I want to know something about each of your families. Please fill in the form in pairs first.
老师将表格发给学生，让学生两人一组询问对方并填写下表
然后两人交换并带回家，家长核查（予以一定的纠正）， Members Name Age Job Telephone Number
××'s Father
格交给老师，老师评阅、定等级并将调查表装订成“家庭--学校联系册”，以方便学校与家庭的联系。
第三课时：（P17）
（课前布置学生画一张自己家庭成员的照片或带一些照片）
Step 1 Revision
Ask Students to give an introduction of his / her family according to the picture he / she drew or the photo he / she takes to school（用画或照片介绍家人、朋友）
Step 2 Read and draw
Read the letter. Draw a picture of Emma's family 完成(3a)
Step 3 Look and write 完成(3b)
Step 4 Write a letter
（对(3b)中的写作内容进行点评之后）
T：You also have a photo of your family or your friends, Can you write a letter about it ?
让学生试着将先前的口头介绍写下，先在小组内交流，然后老师任意抽选几张照片及信函，贴在黑板上，让几位学生上前将相应的照片与文章连线。
Step5 Task
（Sending cards to your penfriend / teacher）
让学生给自己的笔友/老师制作一张附有照片及文字说明的名信片，然后评出最佳设计奖、最新创意奖、最佳文采奖。
第四课时（P18及练习册）
1、复习整个单元的单词及句型，让学生自测词汇掌握情况（1）
2、完成（3）中的对话
3、完成练习册中练习（练习册未到，不知具体内容）
4、阅读“Just for run!”
5、Having a quiz
做评价手册
教学重点
1.练掌握五个物体的单词。
2.熟练地运用句型What colour is / are the…? It’s /
They’re….
教学难点
学生能够结合已经学过的知识正确运用所学的句型，准确地表达自己的意思，流利地进行英语交际。
教学准备
学具准备：一张画好的房间挂图，一盒彩色笔
课件：PPT、survey
教学过程
Step1: Warming-up1.Sing a song(复习以前学过的颜色歌) 2.Greetings 3.Free talk :Talk about some things around with colours(接力赛)
T: I can see a red pencil case.. What can you see?
S1: I can see a book.
T: What colour?
T: It’s…(提示学生)
S1: It’s yellow.
T: Very good!
T: Anyone else? What can you see?
Step3:Presentation
1.Guessing (PPT)
T: Children, This is my room. T: Can you guess what’s it?
S1: There’s a table.
T: Yes, you are right!
﹍﹍ 2.Introduction
T：Now, Look at my room. Is it pretty?
Ss: Yes!
T: Look at my room. What colour is the table?
Ss: It’s yellow.
T: How many walls are there?
Ss: There are four walls.
T: What colour are the walls? Ss: They’re pink.
Step4: Practice
1.Pair work: Panit your room, then make a dialogue.
-----What’s in your room?
-----There’s / There’re …
-----What colour is / are the …?
-----It’s / They’re…
2. Group work: Finish the survey in the group.
name thingsnumber colourXiaoming table one Grey
Paul shelf two White
Karla … … …
Anna … … …
(1) Introduce the information of survey.
Eg: S1: Xiaoming has a table. It’s grey.
S2: Paul has two shelfs. It’s white. Step6: Homework
Step6: Homework
(1)Design a room, and introduce it to your parents and friends.
(2)To find more information about the room by the internet, next time share the information with us.
板书设计：
Unit 3 My room
I have a pretty room.. shelf
What colour is the shelf?
It’s yellow. Wall
What colour are the walls?
They’re pink.
