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Period 1 Warming up & Listening
Type of lesson: warming up & Listening
Teaching aims：
1. Help the Ss talk about archaeological discoveries and describe the life of people in China during the periods of the Stone Age, the Bronze age, Han Dynasty and Tang Dynasty.
2. By listening to the material on Page 74, students can know what the tool looks like, what its use is and so on and by practice, students can master the ways to get the main idea of the passage and some important or useful details.
Teaching focus: Train Ss’ listening ability.
Teaching aids: tape recorder, worksheet & computer
*********************************************************************
Teaching Procedures:
I. Warming up
Step 1. Ask the students some questions and show them some pictures of archaeological discoveries. Introduce the words “archaeology, archaeologist.”
1) T: China is a country with an ancient civilization. It has a long history and brilliant culture. In which ways can we learn about its history and culture? (Archaeology)
2) What can archaeological discoveries bring us?
Step 2. Present some typical archeological discoveries and lead the Ss to talk about them.
1) T: Please look at the pictures and talk about them.
Questions for thinking:
----What are these important discoveries ?
----What period of time do they belong to?
Step 3. Help the Ss describe the life of people in China during the periods above.
1) T: What can they remind us of ?
Remind us of the history
1.What they ate
2.Where they lived
3.What their houses looked like
4.What kind of tools they used
5.What kind of entertainment they had
……2) Discuss and talk about the following items.
Stone Age Bronze Age Han Dynasty Tang Dynasty
Food
Housing
Home decoration
Tools
Artefacts
Entertainment
Step 4.Help the Ss get to know more important discoveries.
1) Match the time with the place where its relics are unearthed:
Stone Age Mawangdui
Han Dynasty the Banpo Ruins/ the Ruins of Hemudu
Bronze Age the Ruins of the Chang’An City
Tang Dynasty the Ruins of Yanshi Erlitou(1959, Henan)
2) Let the Ss enjoy the pictures and answer the questions.1. Where were they unearthed ?
2. Where can you go if we want to visit them?
II. Listening
Step 1. Pre-listening
1. Show students three pictures. And ask them in which period of time the people in the pictures lived. (Stone Age)
2. Show students some pictures of the tools used by the people in Stone Age. And ask them if they are asked to introduce one of these tools to other people, from which aspects they are going to describe them.
what it looks like
when it was found
where it was found
when it was used
usage
how to use it
…
Step 2 While-listening
1. First listening to get the main idea.
What are they talking about?
A. a short stick.
B. an ancient weapon to throw spears.
C. a little carved animal.
2. Second listening
Task: Listen and write down the questions asked by the students.
1) What ____________________________________________?
2) What ____________________________________________?
3) How ____________________________________________?
4) How ____________________________________________?
5) Where ___________________________________________?
3. Listen to the tape for the third time
Task: Get the answers to each of the questions.
Questions 1: What is it?
☆ Listen and fill in the blanks.
1) It looks like ____________ to me; about ___________.
2) At the top there’s a little ________________________.
3) At the bottom end there are __________ through the stick.
4) On the right there are __________of a young baby goat that is _________.
☆ Make a drawing of the tool.
Question 2: What was it used for?
☆ Listen and fill in the blanks.
1) It is an _____________. One of the __________________.
2) There were bears that ______________________________ and very large kind of _____________________________________________.
3) It was too dangerous to ______________________________ or even _____________.
Question 3: How did it work?
☆ Listen and finish the exercises.
1). How far can you throw a spear with our arm?
A. 15m B. 50m C. 45m
2). How far can you throw a spear with a tool like this?
A. 90m B. 300m C. 60m
3).By using this tool it could be thrown ___________________________________ and with _____________.There are three holes. One __________________________________, one __________________________, and ______________________was tied into the smallest one. A spear of about ________________ was laid on the stick, resting against the small piece of ____________ or leather. With a _________ on the string and a ________________ of the arm, the spear would be thrown.
Question 4:When and Where was it found?
☆ Listen and answer the questions
1) How old is it?
a) 1 to 2,000 years
b) 10 to 20,000 years
c) over 5000years
2) In how many places were this tool found?
Three.
3) How did people in South America and Australia know about this tool?
They invented it again.
Step 3 Post-listening
Task: Write a passage to introduce an ancient tool.
1) Show students a picture of different tools used by people in Bronze Age, and ask them to have a discussion about which one they are interested in.
2) According to the questions and answers in the listening material, students write a short passage to introduce one of the tools in the picture.
3) Present in class.
III. Homework
1) Revise their passage.
2) Preview the reading part of this unit.
Self-evaluation
Unit 20 Reading
Type of lesson: Reading
Teaching aims: Get the Ss to know about the King of Stonehenge
Improve the Ss’ reading ability
Important points: the Ss get a good understanding of the text
Difficult points: Ss’ reading ability get improved
Teaching aids: a tape recorder ,a computer and worksheets
Teaching procedures:
Step I. Pre-reading.（leading-in ）
1.Show some pictures about famous tombs in Chinese history
2.When we discover a tomb of a king in China, what can usually be found in it?
( clothing, knife, pottery, jewellery, tools etc. )(leading the Ss know more words about them.)
3.Why were these things buried with the dead king or emperor？
Key：A.To show off their power and wealth.
B. To protect these things.
C. Want the died people to use them after their death.
D. To be given to him for his use in the next life.
F. To show people’s respect to the death.
Step II. While -reading
A. Fast reading to get the main idea of each paragraph, and then divide it into parts
Part 1 (para. 1): The discovery of a grave.
Part 2 (para.2_to 3_): Objects found in the grave.
Part 3 (para. 4_-_5): The importance of the discovery.
Part 4 (para. 6_-7_): About Stonehenge and the King of Stonehenge.
B. Detailed reading:
1. Read the first three paragraphs to find out
1) Which objects were found in the grave of the King of Stonehenge?
Key: a pin, clothing, a coat, a knife, earrings, arrows and a bow tools, weapons, pottery & jewellery
2) Which materials were found?
Key: fur, stone, clay, pottery, copper, bone, and goldRead paragraph 4 & 5 to answer the following question:
1) What are the five reasons to show the importance of the discoveries ?
Key: a) His grave is the richest of any found from that period.
b) This was a time when the first metals were brought to Britain.
c) This man was buried with two gold earrings which are the oldest gold ever found in Britain.
d) He was buried three miles from Stonehenge at the time when the great stones were being brought to Salisbury to build it.
e) He is an example of people who brought culture and new techniques from the European mainland to Britain.
3. Read Part 6&7. do T or F exercises
1) The biggest stones came from a long distance away.
2) Archeologists know how early man was able to construct Stonehenge without the use of modern constructions and machines.
3). The King of Stonehenge was likely to be involved in planning and
helping build the monument.
4). The King of Stonehenge came from Central Europe.
5). At first people thought that it was through was and armed conflict not
through trade and cultural links that the skills to make copper and bronze objects spread to Britain.
( Check the answers: F F T T T)
C. Language points:
1. Buried with him were the tools of a hunter or warrior.
该句为倒装句, 表语置于句首时, 倒装结构为“表语+系动词+主语”。
e.g. Present at the meeting were Professor White, Professor Smith and many other guests.
2. Some of the objects found in the grave give us an idea of how he was dressed when he was buried.
found in the grave是过去分词作定语
give sb. an idea of 使某人明白
e.g. The book will give you an idea of what everyday life of ordinary
Americans is like.
3.That would have made him a man of distinction.
must/may/might+have done (肯定) 对过去事实的推理
e.g. He might have given your more help, they were busy. I can’t find my pen
anywhere. I must have lost it.
can +have done 表示对过去事实疑问和否定的推测
e.g. He can’t have finished the work so soon.
could + have done 意为“过去能够,而事实上却没有”,表示一种遗憾
e.g. He always works hard. He could have passed the exam.
should / ought to +have done 意为“过去应该…但没有…”,有责备对方的意思
e.g. You should have told me the news an hour ago.
shouldn’t / oughtn’t to +have done 意为“过去不应该…，却…”,意在责备对方
e.g. You shouldn’t have told him the news. He was nearly sad to death.
needn’t + have done 意为“过去本没有必要..…却……”
e.g. There was plenty of time, she needn’t have hurried.
might + have done 表示“过去本可以….却没有…”
e.g. They might have given you more help, though they were busy.
Step III. Post reading.
1. From things that were found in the grave, archeologists now believe that people in the Bronze Age in England had trade and cultural links with other parts in Europe. Give examples of such links and what was traded.
country or part of Europe material or object of trade
West Wales stones to build Stonehenge
Spain copper knife
France copper knife
Europe gold jewellery
2. For trade and cultural links as well as life in Britain and the construction of Stonehenge, people in the Bronze Age must have had knowledge about certain things and certain fields of science. Work in groups to talk about the inventions and kinds of science they must have had, based on the reading passage.
activity knowledge, science, inventions and tools needed
1. travel to Scotland roads, shoes, language
2.construction of Stonehenge hammers, ropes, sth. to transport heavy stones, architecture
3. hunting rope, string, bow, arrows, spear, sticks
4. trade with Europe money or goods to trade, boats, bags, maps, language
5. making copper knives fire, chemistry, physics, pots, hammers
Homework:
With the development of modern tourism, more and more culture relics were destroyed by human beings, read the passage below, and think about “what should we do to protect our cultural heritage.”
Saving Stonehenge Oct.22nd,
With almost a million people visiting the monument each year, Stonehenge has become surrounded by roads and parking lots.
Recently, a group archaeologists decided to to restore Stonehenge to its natural setting. One road will be removed, and another will be routed through an underground tunnel. Today’s parking lots will become open fields, and a new visitors’ center will be built four kilometers away.
Unit20. Word Study
Type of lesson: word study
Teaching Contents: spare, average, date, cover, dress, find
Teaching Aims：Help the students grasp the usages and meanings of the above
words or phrases.
Important points: use the above words or phrases correctly and freely
Teaching Procedures:
I. spare
A. Read the following sentences and point out the part of speech of “spare” and the meaning of the underlined part
1. The boy loves surfing the internet in his spare time. (在空闲的时间里)
2. You should carry a spare tire in the back of your car. .( 备用胎)
3. I can’t spare the time for a holiday at present. . (抽出，腾出)
4. Can you spare me just a few minutes? . ( 抽出，腾出 )
5. He doesn’t spare any effort on his studies. .( 不遗余力)
6. Spare the rod and spoil the child. （不打不成器)
B. Summarize the usages and the meaning of “spare”
Spare : Adj. 1.空闲的；2.不用的，闲置的；3.备用的，外加的；
Verb, 1.抽出，拨出，留出；2.不吝惜（时间，金钱）
C. complete the following sentences.
1.What do you usually do _____________________( 在你空余时间)？( in your spare time)
2.You’re driving to Tibet? It’s a long way. Be sure to ________________________ ( 带个备用胎) (bring a spare tire)
3.We can ________________________(给你腾出一间房)（spare one room for you ）
4. He _____________(想尽各种办法)to make her happy.(spares no effort)
II. average
A. present the following sentences.
1. The average of 4, 5 and 9 is 6.平均数
2. Tom’s work at school is above average, while Mary’s is below average. 高于/低于平均
3. The average age of the boys in the class is 17.平均的
4. What is the average temperature in Wuhan in August?
5. If you average 7, 14 and 6, you get 9. 均分
6. On average, there are 20 boys present every day.平均来说
B. Summarize the usages and the meaning of the word “average”
. average adj.平均的
verb .平均，均分。
Noun.平均数，平均值。
C. Complete the following sentences：
1.What is ______________(平均的年龄)the students in your class?
2.平均来说,每年大约有400人死于这种疾病.
On average 400 people die of the disease every year.
3.Temperatures in winter are __________ for the time of year.( 低于平均值) （below average ）
III. date
A. Present the following sentences.
1. What is date today? (日期 )
2. The vase is of an earlier date than that one.（时代）
3. Has the date for the meeting been fixed? （日期）
4. The boy asked her for a date, but was refused. （约会）
5. They’ve been dating for months and know each other better than before. （ 谈恋爱）
6. Don’t forget to date your letter. （注明日期）
7. Young people’s clothes date quickly nowadays, so if you want to be fashionable you have to keep a close eye on fashion.（过时，不流行）.
8. The property of the family dates from the war.（始于，追溯到）
9. The castle dates back to the 15th century. （始于，追溯到）
10. The information is out of date; you need to get the latest news.（过期了）
11. She likes to wear clothes that are up to date（.新式的, 现代的）
B. Ss read the sentences and point out the part of speech of the word
“date” and the meaning of the word and phrases.
date : 1) noun . 日期，时代，约会, 流行.
2）verb. 谈恋爱,注明日期, 过时,不流行. 始于，追溯到
C. Complete the following sentences
1. This kind of clothes is ______________.不流行了( out of date)
2. The church __________________. 始建于13 世纪.( dates back to / dates from the 13 century.)
3. Would you like to ___________ (定个日期开个舞会.)( fix a date for a party.)
IV. cover
A . Present the following sentences.
1. The small town which covers five square miles is famous for its
beautiful scenery. 占地
2. Not having been cleaned for a month, the desk was covered with
dust. 布满
3. Hundreds of reporters were sent to cover the Olympic Games held
in Greece. 采访
4. The noise was so loud that she covered her ears with her hands遮蔽
5. The doctor’s talk covered the complete history of medicine. 涉及
6. I can cover 100 miles before it gets dark. 走一段路
7. Will $50 cover the cost of a new shirt? 够付…钱
8. He always keeps a cover over his car. 覆盖物
9. May I have a look at the book whose cover is blue? 封面
B. Read the sentences above and pay attention to the meaning of the
word “cover”.
Cover : Verb占地,布满,采访, 遮蔽,涉及, 走一段路,够付…钱
noun 覆盖物,封面
C. Complete the following sentences.
1. Do you know _______________________. ( 这个国家占地多少) (how much the country covers )
2. His desk ___________________________ ( 堆满了书). ( is covered with books)
3. Who will be sent to __________________________ ( 采访这次运动会)？ ( cover the sports meeting)
4. His book, _______________________ ( 封面是绿色), was a birthday gift from his mother. ( whose cover is green / the cover of which is green)
V. dress
A. present the following sentences.
1. Jim isn’t old enough to dress himself. ( 穿衣服)
2. How long does it take you to dress yourself? 穿衣
3. He has to dress well in his position. 穿戴
4. She was in special dress for the ceremony. 套装
5. She was wearing a silk dress. 连衣裙
B. Read and observe the sentences and point out how the word dress is used.
C. Present more sentences with similar phrases and tell the differences.
1. He was dressed in white and was easy to be recognized in the crowd.
2. He put on his coat and went to the cinema.
3. The emperor had nothing on when he thought he was in his new clothes.
4. Nobody is allowed to wear a beard in that village.
5. What shall I wear to attend her birthday party?
6. she was all in black.
D. Choose the right phrase to complete the following sentences.
1. She was ___________ the white _______ her mother bought for her yesterday. ( wearing, dress)
2. Don’t forget to _________ your hat, or you’ll get burnt. ( put on)
3. We are going to be late. Please get __________ quickly. ( dressed)
4. The child is too small to _____________ himself. ( dress)
5. Do you think I need to ___________ any jewellery to attend her wedding? ( wear )
6. On Children’s Day, the children _____their best clothes ______. (have…on )
7. The girl _____ red is my former student.( in )
VI. find
A. Present the following sentences.
1. The most amazing find was two gold earrings.
2. The old painting is quite a find.
3. I found a ten-dollar bill on the road.
4. I found him asleep on the sofa.
5. Please find the key for me. = Please find me the key.
6. When a waiter asks a customer, “ How do you find the soup?” He wants to know what the customer thinks of the soup.
7. I find it difficult to understand this film.
8. I was disappointed to find him out.
9. After school I always find him waiting at the school gate.
10. The poor man found his house broken into.
11. You should find out the answer by yourself.
B. Read the sentences, and pay attention to how “find” is used.
C. Complete the following sentences.
1. ______________________________ ( 最有趣的发现) was two dolls lying in the drawer. ( The most interesting find)
2. ____________________________ ( 你觉得这个演讲怎么样？) ( How do you find the speech? )
3. He ___________________________ ( 发现很容易) to get along with his new classmates. ( finds it easy)
4. Whenever he comes back from school, he always _________________________________ ( 发现他的狗坐在门外) waiting for him. ( finds his dog sitting outside)
5. When he woke up the next morning, _________________________________ ( 他发现屋外的世界完全地改变了). ( found the world outside completely changed)
Unit20. Grammar
1. Teaching Goal:
Review the use of “it”. Let students learn how to use “it” by doing some practice in reading, writing and so on.
2. Teaching important points:
The usages of it in different situations.
3. Teaching difficult points:
How to teach the students to master the usages of it
4. Teaching methods:
Observe the materials given to them, generalize from the different examples.
5. Teaching aids:
a projector , a blackboard and paper
6. Teaching procedures:
Step1 Lead in.
Read the following the sentences, and pay your attention to the meaning and the function of “it” in each sentence.
1. It is likely that many of them will be born in northwestern Beijing. Textbook (P3)
2. With the right kind of body, it is possible to float around in the ocean. (P20)
3. Isn’t it amazing that a single substance can be so important to our planet and even the whole universe. (P20)
4. It is very relaxing to take a dip in the pool in summer. (P37)
5. It was during the “ Match on Washington DC” in 1963 that he gave the speech “ I have a dream”. (P28)
6. It was also in Atlanta that one of the great leaders of the Civil Rights Movement, Dr Martin Luther King, Jr, was born. (P44)
7. Zhongguanchun made it possible for him to follow his dreams and help the country he loves. (P3)
8. -“Relying on science, technology and knowledge to increase economic power” makes it clear that science and business can and must work together to build the future. (P4)
9. It was through trade and cultural links that European culture and new techniques were brought to Britain.
10. It has been proved that the copper knives came from the places as distance as Spain and western France.
Step 2 Learn the usages of “it” according to the following sentences, dialogues, and exercises.
1. -Where is your car?
-It is in the garage.
(指提到过的或正在谈论的动物或事情)
2. The young couple has a newborn baby. Do you know it is a boy or a girl?
(父母不会用it来指自己的孩子。it可以不区别他们的性别)
3. -It is seven o’clock. There is a knock at the door. Who is it?
-It is the milkman.
4. -Oh, by the way, there was a telephone call for you. Who was it?
-It was my Mum on the phone.
( it可以用来指时间，有人敲门，确认某人为何人，在电话里)
5. It is raining a whole day. It is perfectly cool. It has been a long time since the last rain.
(it可以用来谈论时间，日期，距离，天气等，但要作主语)
6. My grandmother kept telling me that I should help her with housework, but it didn’t help.
(it指前面的整个内容，即：祖母喋喋不休地让我帮助她做些家务)
7. It is no use quarrelling with such a man.
It’s hard for them to answer such difficult questions.
It seems that I have made the same mistake once again.
It is unclear what we should do next week.
It is reported that another big earthquake will happen in the area soon.
It will take you three hours to fly to Hong kong from Beijing.
(it作形式主语)
Exercise:
⑴. Is ______ necessary to finish the composition before May Day.
A. this B. that C. it D. he
⑵. Does ______ matter if I can’t finish the composition before May Day?
A. this B. that C. he D. it
⑶. ______ is a fact that English is being accepted as an international language.
A. There B. This C. That D. It
⑷. In fact ______ is a hard job for the police to keep order in an football match.
A. this B. that C. there D. it
⑸. It worried her a bit ______ her was turning grey.
A. this B. that C. there D. it
( Keys ⑴ C ⑵ D ⑶ D ⑷ D ⑸ B )
8. He is a heavy smoker. I find it difficult to persuade him to give up smoking.
We soon make it a rule to walk two miles a day.
We take it for granted that water is free at restaurants.
I don’t like it when you shout at your parents.
I don’t feel it my duty to do so.
I hate it when people talk with their mouths full.
(形式宾语)
Exercise:
⑴. They have made ______ a rule ______ in the room.
A. this; not to smoke B. it; smoking
C. it; to not smoke D. it; not to smoke
⑵. I don’t think ______ possible to master a foreign language without much memory work.
A. this B. that C. its D. it
⑶. The chairman thought ______ necessary to invite professor Smith to speak at the meeting.
A. this B. that C. its D. it
⑷. I think ______ to finish the work in such a short time is quite impossible.
A. it B. that C. this D. with
⑸ Don’t ______ that all those who get good grades in the entrance examination will prove to be most successful.
A. take as granted B. take this for granted
C. take that for granted D. take it for granted
(Keys: ⑴ D ⑵ D ⑶ B ⑷ B ⑸D )
9. 1). It was Tom who / that broke the window.
2). It was her whom you should ask.
3). It was because Li Ping was ill that he didn’t come to school last week.
4). It was where you come from that you should return to.
5). It was as you like that you must do everything.
6). It was not until 1920 that regular radio broadcasts began
7). It was in the library that was founded by Mr. Willians
that they finished reading the famous novel.
8). It was neither you nor he that is willing to go the park.
9). It was not only you but also he that is willing to go to the Great Wall.
10). It was his coming that made all of us very happy.
Exercise
⑴ It was the ability to the job ________ matters not where you come from or what you are.
A. one B. that C. what D. it
⑵ I have already forgotten _________ you put the dictionary.
A. that it was where B. where it was that
C. where was it that D. that where was it.
⑶ Was it _________ Sandy’s carelessness _________ your keys were all lost.
A. because; which B. for; what
C. because of; that D. since; why
⑷ It was not long _______ he was born ________ his mother died.
A. before; that B. since; when
C. until; when D. after that
⑸ It was in the factory ________ was owned by Mr. White ______ they learned a lot from the workers.
A. that; where B. which; that
C. what; that D. which; where
⑹ ______ was it in 1979 ______ I graduated from the University.
A. That; that B. It; that
C. That; when D. It; when
⑺ It was not until he finished all his homework _______ to bed last night.
A. did he go B. when he went
C. that he went D. then he went
⑻ ＿＿ Where did you meet Johnson?
＿＿ It was in the hotel ______ he stayed.
A. that B. where C. when D. while
(Keys: ⑴ B ⑵ B ⑶ C ⑷ A ⑸ B ⑹ B ⑺ C ⑻ B
10. 1. It is time for school.
2. It is time to go to school.
3. It is time for us to go to school.
4. It is time that we went to school.
综合练习:
1. It wasn’t until nearly a month later ______ I received the manager’s reply.
A. since B. when C. as D. that
2. Can ______ be in the desk ______ you have put my letter?
A. it; which B. I; where C. you; in which D. it; that
3. - ______ that he managed to get the information?
- Oh, a friend of his helped him.
A. Where was it B. What was it
C. How was it D. Why was it
4. It is what you do rather than what you say ______ matters?
A. that B. what C. which D. this
5. It was some time ______ we realized the true.
A. when B. until C. since D. before
6. It was in the lab ______ was taken charge of by professor Zhang ______ they did the experiment.
A. when; that B. which; where C. that; where D. which; that
7. I like ______ in the autumn when the weather is clear and bright.
A. this B. that C. it D. one
8. - He was nearly drowned once.
- when was ______?
- ______ was in when he was in middle school.
A. that; It B. this; This C. this; It D. that; This
(Keys: 1 D 2 D 3 C 4 A 5 D 6 D 7 C 8 A
Unit20. Integrating skills
Roots of Chinese Culture
Teaching aims:
1. Help the students get the general idea of the text.
2. Help students know the importance of the relics and have correct sense to protect them.
3. Teach the students how to create a flow chart.
Teaching procedures:
VII. Step1. Lead-in
Show students some pictures of unearthed objects in Snxingdui, and ask them questions such as: Have you seen the pictures? What do you think of them? When and where were they found?
VIII. Step2. Fast reading
Ask the students to read the text quickly and them summarize the main idea of the text.
Paragraph1. The discovery of Jinsha Relics.
Paragraph2. The similarities between Jinsha Relics and Sanxingdui Relics.
Paragraph3. The importance of the discovery of Jinsha Ruins Relics.
Paragraph4.The discovery of Sanxingdui Relics.
Paragraph5. The importance of the discovery of Sanxingdui Relics.
Step3. Careful reading
1. Ask the students to listen and read paragraph by paragraph and then do the exercises.
Paragraph1.
1. What kind of special relics were unearthed in Jinsha Ruins?
2. Why could they take the archaeologists’ attention?
Because the ivory and animal bones found in Jinsha Village are important ,they will serve as important materials for the study of local geography, climate and the environment in ancient times.
3. Who was the first to discover the Jinsha Ruins and when?
Construction workers from a local company found ivory and jade in the mud when they were building road there on February 8, .
Paragraph2.
Why is cong special?
Because it was not made in Sichuan, but was transported there, which proved that Sichuan had trade links with the Yangtze and Yellow River valleys at that time.
Paragraph3.
What is the significance of the discoveries in Jinsha Village?
The discoveries there proves that the history of Sichuan is much longer than 2300 years.
Paragraph4.
True or false:
1. Sanxingdui Ruins were first discovered by farmers.
2. The farmers hesitated about whether to give the relics to the state.
3.The local teachers and officials persuaded them to turn in the relics.
Paragraph5.
1. Since 1920, what have been unearthed in Sanxingdui Ruins Site?
More than 10,000 relics dating back to between 5000 BC and 3000 BC have been discovered. 53 holes were dug up and over 1,200 pieces, including bronze and gold masks, bronze objects and images, jade and ivory had been found.
2. What do archaeologists hope to discover in the future?
They hope to discover some of the mysterious palaces, tombs of kings and bronze and jade workshops.
True or false:
1. From 1929 to 1986, 53 holes were dug and over 1200 pieces of objects were found.
2. Today, the work in Sanxingdui has already been done.
2. Then let students to fill in the blanks.
What’s the link between Jinsha Ruins and Sanxingdui Ruins?
Civilizations Jinsha Ruins Sanxingdui Ruins
time
Who found it
Objects found
3. Reading comprehension.
1. The passage suggests that ______.
A. Jinshan Relics and Sanxingdui Relics were found by chance
B. archaeologists knew there were a lot of treasures there long ago
C. Yan Kaizong is not a patriot.
D. archeologists will never find another relics again.
2. Which of the following statements is right according to the text?
A. Jinsha had no trade links with other areas.
B. The ivory and animal bones found at Jinsha are of no real value.
C. Sichuan has a history of more than 2300 years.
D. Many of the relics at Jinsha have no connection with those found at Sanxingdui.
3. At Jinsha Relics, archaeologists found_________.
A. gold and jade
B. bronze and stone objects
C. many ivories
D. all of the above
4. Archaeologists are scientists who_______.
A.study nature
B. do research on animals
C. study the buried remains of ancient times
D. give instructions to students
5. We can infer from the passage that ________.
A. China has a long history with a rich culture
B. Yan Kaizong kept the relics found by his grandfather as his own
C. since 1986, archaeologists have stopped digging at Jinsha Relics
D. Sanxingdui Relics was first discovered by archaeologist
Keys: A C D C A
IX. Step4. Discussion
1. Why do you think the text is titled with “Roots of Chinese Culture” instead of “Sanxingdui Ruins”?
2. Do you think Yan Kaizong was foolish? Why?
X. Step5. Writing
1. After construction workers found ivory and jade in the mud when they were building roads there, what steps and decisions did they take? Then the teacher lists the all the steps and decisions on the blackboard.
2. Ask the students to decide in which order steps and decisions were taken.
3. Ask the students to create different shapes for different types for action, for example: triangles for decisions, circles for the discoveries, boxes for things that are going on and diamonds when calling in other people.
4. Then ask the students to draw the arrows to show the direction of the flow.
5. Ask the students to check for missing steps.
6. Just now we have made a poster showing a flow chart of “Jinsha Village”, can you make a poster showing a flow chart of “something has been stolen”? Please make it yourselves.
7. Please check your answer with the chart on page 80.
8. Ask the students to make a poster showing a flow chart of the things you should do when you have discovered some old things in the ground.
Example:
Ⅰ.Brief Statements Based on the Unit
Archaeological discoveries play an important part in the study of the history and culture of a country and at the same time can help us solve many mysteries.This unit mainly talks about two important archaeological discoveries:the King of Stonehenge in England and the Jinsha Ruins and the Sanxingdui Ruins Site in Sichuan Province.The discovery of the King of Stonehenge makes archaeologists think people in the Bronze Age had trade and cultural links with other parts in Europe.While the unearthed Jinsha Ruins again proved that it is likely that roots of Chinese culture are in Sichuan.They all have a historical significance on the study of the history and culture of the two countries.Besides,we need to review the use of “it”,especially when it is used in the subject position to stand for an infinitive or a clause.
Ⅱ.Teaching Goals
1.Talk about archaeological discoveries.
2.Express curiosity.
3.Review the use of “It”.
4.Create a flow chart.
Ⅲ.Background Information
1. Underwater Archaeology
The year was 1960.The eight team members were divers and scientists.The ancient wreck（船的残骸）was buried in the sands below the warm coastal waters off Turkey.Underwater archaeology was about to be born.
Archaeology is the study of ancient life,or how people lived thousands of years ago.The work of the archaeologist is to find and recover objects made by these ancient people and figure out how the objects were used.
The archaeologists on the team that found the ancient wreck usually worked on dry land.They knew the scientific methods used in dry-land archaeology.By adapting,or changing,these methods,the archaeologists could use them under water.After diving into the sea,the group used underwater cameras to take pictures of the wreck and its treasures.Next,they drew maps on plastic tablets to show where each object was located.Then,they used a tool that gently sucked the sand away from the treasures.Large objects were placed in baskets,which were brought up to the surface.Very heavy objects were pulled up with the aid of a balloon.
The recovered objects were put in a museum in Turkey.Archaeologists then brought the photos,drawings,and maps to the United States for further research.After seven years of study,the scientists learned that the wreck was 3 200 years old.
2.Spanish scientists dig up a monster of a bone
Spanish researchers digging in a semi-desert part of eastern Spain have found a bone from an animal more than 30 metres in length and weighing 50 tons.The upper leg bone measures 1.85 metres and weighs 150 kilograms.This indicated that it came from the equivalent of a male elephant.
Scientists believe the bone came from a Sauropod,a lizard-like dinosaur that lived from 145 to 65 million years BC.
If these guesses are confirmed,it would be the largest dinosaur discovered in Europe.
It could possibly be as big as a champion heavy weight like Argentinausorus,found in South America,which from the evidence of a foot and three ribs,was probably longer than 35 metres.
The four-legged Sauropods,which had tiny brains,vast stomachs and long necks and tails,are believed to have been vegetarians,eating large trees the way people crunch celery sticks.
Ⅳ.Teaching Time:Five periods
The First Period
Teaching Aims:
1.Learn and master the following words:
archaeology archaeological archaeologist curiosity decoration unearth spear artefact
2.Do some listening.
3.Learn to express curiosity.
Teaching Important Points:
1.Improve the students’ listening ability.
2.Train the students’ speaking ability by talking about archaeological discoveries and practising expressing curiosity.
Teaching Difficult Points:
1.How to improve the students’ listening ability.
2.How to finish the task of speaking.
Teaching Methods:
1.Looking at some pictures to arouse the students’ interest in archaeology.
2.Listening-and-answering activity to help the students go through with the listening material.
3.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Lead-in
T：As we all know,China is a country with an ancient civilization.It has a long history and brilliant culture.Do you know in what ways we can learn about its history and culture?
S1:Reading books.
S2:Watching TV.
S3:Learning from the teacher in class.
S4:Surfing the Internet.
…
T:Anything else?
Ss:No.
T:We can also go to the museum to visit the unearthed cultural relics,can’t we?
Ss:Yes.
T:Now,please look at the two pictures on the screen and tell me what you see in the pictures.
(Teacher shows the screen.)
S5:They are:terracotta warriors and horses and inscriptions on bones or tortoise shells.
T:You’re right.Terracotta warriors and horses is a symbol of the powerful Qin Dynasty,while inscriptions on bones or tortoise shells are embryonic forms of Chinese characters.The great archaeological discoveries play an important part in learning about China.
Step Ⅲ Warming up
T:Today let’s talk about archaeology Unit 20 (Bb:Unit 20 Archaeology).Before talking,please look at the new words.
(Teacher deals with the new words with the whole class.)
T:OK.Now open your books and turn to Page 73.Look at the four pictures and tell us what you can see in each picture.
S6:I can see an axe in the first picture.It is a kind of tool used by people of the Stone Age.
T:Right.How about the second one?
S7:In the second picture is a bronze tripod,which is an ancient cooking vessel of that period.
T:Good.The third picture.Li Ping,try please.
S8:This is a painting on silk of the Han Dynasty.
T:Yeah.The last one?
S9:I think the last picture is a work of China made in the Tang Dynasty.
T:Anything else about the last picture?
S10:I guess it is made of tri-colored glazed pottery of the Tang Dynasty.
T:Well done.We know that the life of people is different during the different periods.Now let’s describe the life of people during the periods mentioned above.You can describe it according to the questions on the screen.
(Teacher shows the following on the screen.)
1.What did they eat?
2.Where did they live?
3.What did their homes look like?
4.What kind of tools did they use?
5.What objects have we found from their age?
6.What kind of entertainment did they have?
First discuss the questions with your partner,and then complete the chart at Page 73.A few minutes later,I’ll collect your answers.Is that clear?
Ss:Yes.
T:(Five minutes later.)Are you ready now?(Ss:Yes.)Now,let’s describe the life of people in the Stone Age together.
T and Ss:The people of the Stone Age ate wild fruits and animals.They usually lived in caves.They used bones of animals,fur and pottery to decorate their caves.The tools they used were mainly stones,sticks and bones of animals.They used bones of animals to make necklaces and bone pins.They were able to make jades.The entertainment for them was to shout and dance with rhythm together.
T:OK.Who’d like to describe the life of people in the Bronze Age,the Han Dynasty and the Tang Dynasty one by one like what we did just now?
Ss:…
Suggested answers:
Stone Age Bronze Age Han Dynasty Tang Dynasty
Food wild fruits, wild animals grain,wheat,rice,bean,domestic,animals,meat,broomcorn,millet wheat,rice,wine,vegetables,sugar pancake,tea,spinach,wine
Housing caves houses made of mud and straw houses made of bricks and tiles houses made of bricks and tiles palaces
Home
Decoration Bones of animals, fur, pottery, jade bronze mirrors,bronze jade silk,stone and brick statues, wood statues,frescoes china,pottery,jade,silk
Tools
stones, sticks, bones, axes made of stone knives, sickles, axes, fishhooks
iron objects,ploughs,hoes
Quyuan ploughs,tools used to lift water by water-wheel
Artefacts
necklaces made of bones,bone pins,pottery,jade bronze tripods and quadripods,textile,embroidery silk, paintings on silk, stone, brick and wood statues tri-colored glazed pottery of the Tang Dynasty,China
Entertain-ment
shouting and dancing with rhythm singing,dancing,drinking wine
playing the instruments acrobatic show
having a swing,boat race,playing polo
T:We know there are many important discoveries from these different periods.Please look at the following four pictures.Can you tell us where they were unearthed and where we can go and see them?Discuss in groups of four.After a few minutes,I’ll ask some students to talk about them.Is that clear?
Ss:Yes.
(Teacher shows the four pictures on the screen.)
1 3
2 4
T:Liu Qian,talk about the first picture,please.
S11:…
Suggested answers:
Picture 1:The picture shows the serials bells of the Warring States,which was unearthed in Sui County of Hubei Province.If you want to see it,you can go to Hubei Province.
Picture 2:This is the famous Dunhuang frescoes,which lie in Dunhuang of Gansu Province.They were painted in the Tang Dynasty.We can go to Dunhuang of Gansu Province to enjoy them.
Picture 3:This is a skull of a Peking ape-man,living in the Stone Age.Archaeologists found it in Zhoukou of Beijing.We may go to the Chinese History Museum to see it.
Picture 4:This is a work of coloured pottery.The persons were performing acrobatics.It was made in the Han Dynasty and unearthed in Luoyang of Henan Province.Luoyang is the place where you can enjoy the work of coloured pottery.
Step Ⅳ Listening
T:Now,let’s do some listening.Look at the Listening part at Page 74.Listen to the tape carefully and try to make a drawing of the tool.
(Teacher plays the tape for the students to listen for the first time.After that,give the students one or two minutes to draw it.If they have some difficulty with it,play the tape again and stop where there are important information related to the drawing.At last,check the drawing with the whole class.)
T:Good.Now,let’s go on with the exercises in Listening.Please listen to the tape again and then finish Ex.2 and 3 in turn.
(Teacher plays it again and gives the students enough time to write down some important information.Finally check the answers with the whole class.After that,let the students discuss Ex.4 in groups of four and check them.)
Step Ⅴ Speaking
T:OK.In our daily life,we often come across the topic that we’re interested in and we’re anxious to get some information about it.In order to get some suggestions from others,how do you express your curiosity?Now, look at the screen.These are very useful expressions.You should remember them and use them freely.
(Teacher shows the following on the screen.)
I wonder what/who…
I really want to know…
I’m curious to…
I’d love to know…
I wonder if/whether…
What I’d really like to find out is…
I’m curious about…
I’d like to know more about…
(Teacher goes through the useful expressions with the whole class.)
T:Now,let’s listen to a dialogue between Student A and Student B.Student A talks about a topic he/she is interested in,while Student B gives suggestions.
(Teacher plays the tape for the students.After that,teacher says the following.)
T:Well,open your books and turn to Page 74.Look at Speaking.Please underline the sentences used to express curiosity.After a while.I’ll ask one of you to read out the sentences.Do you understand?
Ss:Yes.
T:(After a while)Have you finished?(Ss:Yes.)Any volunteer?
S12:I’d like to know more about…
I wonder what…
I’d love to know…
What I’d really like to find out is…
T:Quite right.Please practise the dialogue with your partner for a while.After that,I’ll ask some pairs to act out the dialogue before the class.Is that clear?
Ss:Yes.
(Several minutes later,teacher asks some pairs to act out the dialogue before the class.)
T:Thank your for your excellent performances.
Step Ⅵ Practice
T:Now,let’s do some speaking practice.Work in pairs or groups and talk about archaeological finds,such as artefacts,tombs or unearthed towns.You can use the expressions we learnt just now to help you carry out the task of speaking.Five minutes later,I’ll ask some pairs to perform their dialogues before the class.
One possible dialogue:
A:Hi!Jack.Have you heard of the Sanxingdui Ruins Site?
B:Yes.It’s in Guanghan of Sichuan Province.
A:I want to know when it was discovered?
B:In the spring of 1929.
A:Can you tell me who found it?
B:Yes.It’s a farmer’s son who found it.
A:I’m curious about how he found it.
B:He found it by chance.When he and his father were working in the field,he dug up a round piece of jade.Then they found a hole filled with more than 400 jade objects.
A:Oh,so strange!What I’d really like to know is what effects its discovery will have on the study of Chinese history and culture.
B:I think it must have important effects.It is said that it has become one of the cultural relics of the world.
A:Great!I’d like to know more about it.
B:You can surf the Internet or go to visit it yourself.
Step Ⅶ Summary and Homework
T:In this class,we’ve talked about archaeological discoveries and learnt about the life of people during the different periods.We’ve also done some listening practice and speaking practice.In the Speaking part,we’ve mainly learnt to express curiosity using the useful expressions.These expressions are:I wonder what/who…I’m curious to…I wonder if…(Teacher writes them on the blackboard.)After class,practise them more.Besides,remember to prepare for the next period.OK.That’s all.Class is over.
Step Ⅷ The Design of the Writing on the Blackboard
Unit 20 Archaeology
The First Period
Useful Expressions:
I wonder what/who…
I really want to know…
I’m curious to…
I’d love to know…
I wonder if/whether…
What I’d really like to find out is…
I’m curious about…
I’d like to know more about…
Step Ⅸ Record after Teaching
Teaching Aims:
1.Review some new words appearing in the last period.
2.Review the use of “It”.
Teaching Important Points:
1.Review the words used as a noun or a verb appearing in the reading passage and learn to complete sentences with their correct form…
2.Master the use of “It”.
Teaching Difficult Point:
The usage of “it” used in the subject position to stand for an infinitive or a clause,especially in the following sentence structure:
It is said/believed/reported/thought/known…that…
Teaching Methods:
1.Revision to help the students consolidate the words learnt in the last period.
2.Practise to help the students review the use of “It”.
3.Pair work or individual work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T:In the last period,we read a passage about the King of Stonehenge.Have you remembered anything about it?Who can retell the text briefly?
S1:Let me try.On May 3,,archaeologists found a grave of a man in England.Buried with him were some tools…
T:Very good.Thank you for your performance.
Step Ⅲ Word Study
T:In the reading passage we’ve learnt,there are some words which mean the same as the definitions I’ll give you.Now,listen to me carefully and then find the words and read them out.One student,one word.Is that clear?
Ss:Yes.
T:OK.Let’s begin.No 1:the ruler of an empire,higher than a king.
S2:Emperor.
T:Yes.No 2:the clothes that people wear.
S3:Clothing.
T:Good.No 3:a long stick with a sharp point,used as a weapon.
S4:Arrow.
T:No.Think it over.
S5:Knife.
T:Yes.Let’s go on.It means a deep round bowl used for cooking.Which word is it?
S6:I think the word is “pot”,isn’t it?
T:Yes.No 5:a thin weapon that you shoot with a bow.
S7:Arrow.
T:Right.The last one:the amount of space between two places.
S8:The word should be “distance”.
T:Very good.Now,please look at the screen.These words can be used as a noun or a verb.Can you say their meanings in Chinese?(Teacher shows the screen and let the students speak together.Meanwhile,give answers on the screen.)
T：Now,let’s do an exercise.Open your books at Page 77.Look at Ex.2 in Word Study.Complete the sentences with their correct form and change them into Chinese.I’ll give you a few minutes to prepare.After that,I’ll ask some students to do them.
T:OK.Time is up.Have you finished?
Ss:Yes.
T:Well.The first one.Any volunteer?
S9:The first blank should be filled in “date” used as a noun,while the second should be filled in “dates” used as a verb.Its Chinese meaning is:日期是5月3日，考古学家在英格兰发现了一个男人的坟墓，此墓的历史可追溯到公元前大约23。
T：Very good.The second one?
S:…
Suggested answers:
1.dress;dressed
她喜欢黑颜色的裙子。她总是穿着黑色的衣服。
3.found;find
去年，考古学家发现了一个男人的坟墓，最令人感到惊奇的发现物就是两只金耳环。
4.transported;transport
没有人知道这些巨大的石头是怎样经过这样的一段距离被运输过来的，有人说可能是外星人帮助了他们。
5.trade;traded
中西方国家之间的贸易有着悠久的历史。他们用珠宝和医药换取中国的茶叶和丝绸。
6.pins;pin
我正在寻找一些钉子。我想把这幅漂亮的画钉在墙上。
Step Ⅳ Grammar
(Teacher shows some sentences on the screen.)
T:Do the sentences A and B in each pair have the same meaning?
Ss:Yes.Both of the two sentences in each pair have the same meaning.
T:Are there any differences?Who’d like to try the first pair?
S10:The subject of Sentence A is an infinitive phrase,while that of Sentence B is “It”.In Sentence B,“It” is used in the subject position to stand for the infinitive phrase.The reason why the sentence is written like that is that we want to keep the balance of the sentence.Am I right?
T:Yes.you’re right.Sentence B is more usual in everyday English.The second pair,Li Ping,try please.
S11:In Sentence A,the subject is a that-clause,while the subject of Sentence B is “It”,which is used in the subject position to stand for a clause.
T:Very good.The sentence structure “It is+adj.+an infinitive/a clause”is very useful in learning English.(Teacher writes the sentence structure on the blackboard.)Can you make a sentence with the sentence structure?
S12:Let me try.It is dangerous to go out alone at night.
T:Good.Wang Wei,make a sentence with the structure.
S13：It is natural that a child should love its mother.
(Teacher writes the two sentences the students made on the blackboard.)
T:Well done.Now.let’s do an exercise.Turn to Page 78 and look at Ex.1 in Grammar.Rewrite the following sentences using “it”.Five minutes later,I’ll check your answers.
Suggested answers:
1.It is a great honour for me to be able to join in the archaeological research project.
2.Thanks to modern technology,it is possible to find out more facts about the man buried in the grave.
3.It is still unknown whether the man organised the construction of Stonehenge.
4.It is a mystery how early men constructed Stonehenge without the use of modern technology.
T:You all did very well.Now,please look at the screen.
(Teacher shows the following on the screen.)
In this pair,Sentence A and Sentence B have the same meaning.Sentence A includes a very useful sentence structure.Do you know what it is?
Ss:Yes.It is:It be+p.p.+that-clause.
(Teacher writes it on the blackboard.)
T:Look at the blackboard,please.Here “It”is also used in the subject position to stand for a clause,but it is different from what we reviewed just now.Is that so?
Ss:Yes.
T:The sentence pattern “It be+p.p.+that-clause”can often be changed into the sentence structure “People+vt.+that-clause”.The past participles used like that in the sentence structure are: reported, believed, thought, proven, known, hoped, suggested, etc.
(Teacher writes them on the blackboard.)
T:Are you clear about that?
Ss:Yes.
T:OK.Let’s do Ex.2 at Page 78.First do them by yourself,then check your answers with your partner.After a while,I’ll ask some of you to read out your sentences.
Suggested answers:
1.It was said that it was an important archaeological discovery.
2.It was reported that this man had been called the King of Stonehenge.
3.It is believed that the two gold earrings found on the man are the oldest gold ever found in Britain.
4.It is thought that European culture and techniques were brought to Britain through trade instead of war.
5.It has been proven that the copper knives came from Spain and Western France.
6.It is unknown to us how these huge stones were transported over a distance of 380 kilometres.
Step Ⅴ Consolidation
T:Now,please look at the screen.Translate the sentences into English using “it”.
1.据报道，数十名儿童在事故中死亡。
2.电脑有可能取代人的位置吗？
3.核对这些实验的结果是重要的。
4.处理这样的问题，对你来说是困难的。
5.独自一人去海里游泳是危险的。
6.众所周知，中国是一个文明古国。
Suggested answers:
1.It was reported that dozens of children died in the accident.
2.Is it possible that computers can take the place of human beings?
3.It is important that the experiment result should be checked.
4.It is difficult for you to deal with such a problem.
5.It is dangerous to go to swim in the sea alone.
6.It is well known that China is a country with an ancient civilization.
Step Ⅵ Summary and Homework
T:In this class,we’ve reviewed some new words appearing in the last period,especially some words used as noun or verb.We’ve also reviewed the use of “it”,which is used in the subject position to stand for an infinitive or a clause.After class,you need to do more exercises to consolidate what we’ve reviewed about the use of “it”.Besides,prepare for the next period.That’s all.See you tomorrow!
Ss:See you tomorrow!
Step Ⅶ The Design of the Writing on theBlackboard
Unit 20 Archaeology
The Third Period
Grammar:The use of “It”
Ⅰ.It is+adj.+an infinitive/a clause.
e.g.It is dangerous to go out alone at night.
It is natural that a child should love its mother.
Ⅱ.It be+玴.p.(said,reported,believed,thought,proved,known,hoped,suggested,etc.)+that-clause.
(=People say/report/believe/think…that-clause.)
Step Ⅷ Record after Teaching
The Use of “It”
Teaching Aims:
Revise and sum up the use of “it”.
Teaching Important Point:
Master the use of “it”,especially the emphatic use and the use as a preparatory subject or a preparatory object.
Teaching Difficult Point:
How to master the use of “it”correctly.
Teaching Methods:
1.Having a little quiz to revise the common use of “it”.
2.Inductive method to go through some important sentence patterns with “it”.
3.Practice to consolidate the use of “it”.
Teaching Aids:
1.a projector and some slides
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Test
T:In the last two periods,we revised the use of “it”.Now let’s have a test.(Teacher shows the following on the screen.)
Tell what the word “it” refers to and its functions:
1.It’s difficult to remember all their names.
2.It’s very quiet in the cafe.
3.It rained for three days.
4.He made it clear that he didn’t want to speak to me.
5.It was nice seeing you.
6.It was on Tuesday that Mrs Smith came.
7.It’s three miles to the nearest garage.
8.A tall man stood up and shook hands.It was Captain Lawie.
9.I hear you bought a new bike.Can you show it to me?
10.It was five o’clock when we got back home yesterday.
T:Now I’ll give you three minutes to write down your answers on a piece of paper.Then let’s check the answers together.
(Ss can exchange their papers for comment and correction.)
Suggested answers:
1.a preparatory subject for an infinitive
2.refer to the present situation
3.refer to weather
4.a preparatory object
5.a preparatory subject for an “-ing” form
6.emphasize the adverbial of time
7.refer to distance
8.refer to a person when we are identifying somebody(saying who somebody is)
9.refer to the word “bike” mentioned earlier
10.refer to time
Step Ⅲ Revision and Induction
T:Well done.You are already familiar with the common use of “it”.Next,let’s revise some important sentence patterns.Now,let’s do an exercise.Look at the screen.
Complete the sentences,paying attention to the structures of them and the use of “it”.
1.______(据报道)that dozens of children died in the accident.
2.______(真遗憾)that he can’t swim at his age.
3.______(很可能)that they will beat us tonight.
4.______（看来）that he enjoys pop songs very much.
5.______（仍然是一个问题）when we shall have our sports meet.
6.______(还不确定)whether he can attend this conference or not.
7.______（不要紧/没关系）whether we go together or separately.
8.It’s up to you ______（决定是否接受这项工作）。
9.It is important ______（我们学英语）.
10.It is kind ______（你们帮助我）.
11.It took me five days ______（解决这个问题）.
12.It’s no use ______（与她争论）.
T:Now please work in pairs to do it and you can write down the answers on a piece of paper.Then I’ll check your answers.(If necessary,teacher may give some explanations.)
Suggested answers:
1.It was reported…
［It be+p.p.(known,thought,told,believed,hoped…)+that-clause］
2.It is a pity…
［It be+n.(an honour,a good thing,a fact,a surprise…)+that-clause］
3.It is likely…
［It be+adj.(wonderful,true,important,surprising,clear…)+that-clause］
4.It seems…
［It seems/appears/happens+that-clause］
5.It is still a question…
［It be+n.+wh-/how-clause］
6.It is uncertain…
［It be+adj.(not decided,uncertain)+wh-/how-clause］
7.It doesn’t matter…
［It doesn’t matter(It’s no wonder;It doesn’t make too much difference…)+wh-/how-clause］
8.…to decide whether to take the job or not
［It’s up to sb.to do sth.］
9.…for us to learn English
［It be+adj.(difficult,easy,hard,important…)for sb.to do sth.］
10.…of you to help me
［It be+adj.(kind,nice,brave,clever,stupid…)of sb.to do sth.］
11.…to solve the problem.
［It takes(took)sb.…to do sth.］
12.…arguing with her
［It’s no use(no good,useless)doing sth.］
(Teacher writes the structures on the Bb one by one while checking the answers.)
T:Look at the blackboard now.In all these structures,“it”is used as preparatory subjects.Can you tell me the real subjects in them?
Ss:Yes.Infinitives,-ing forms and clauses.
T:Quite right.You should remember and often use these structures.Besides,“it” can be used in some other structures to express “time”.Let’s do another exercise on the screen.
Complete the sentences
1.______(已经有三年了)since his father passed away.
2.______(不久)the police arrived.
3.______(已经八点了)when we got home.
4.______（该……的时候了）she wrote a letter to her boyfriend.
5.______(这是第一次)that these Europeans have visited the Great Wall.
6.______（我们该）to go to school.
(Ss prepare first.Then teacher checks the answers and sums up the structures with the whole class.At the same time,teacher writes the structures on the blackboard.)
Suggested answers:
1.It is/has been three years…
［It be+some time+since…］
2.It was not long before…
［It be(not)+long(days,weeks,months…)before…］
3.It was already eight o’clock…
［It be+definite time+when…］
4.It is(high)time(that)…
［It be(high)time+(that)…］
5.It is the first time…
［It be+the first(second,third…)time+that-clause］
6.It is time for us…
［It be time for sb.to do sth.］
T:Well,we also know that “it”can be used as an preparatory object.Let’s do an exercise.Look at the screen.
Rewrite the following sentences,using“it”as a preparatory object.
1.To make others laugh is difficult.(I found…)
2.To help him is my duty.(I consider…)
3.That we should keep calm is important.(I think…)
4.That he objected to the proposal is clear.(I made…)
T:Now I want some of you to rewrite the sentences one by one.Li Hao,the first one.
S1:I found it difficult to make others laugh.
T:The second one,Wang Hua.
S2:I consider it my duty to help him.
T:…
S3:I think it important that we should keep calm.
S4:I made it clear that he objected to the proposal.
T:Well done.From these sentences,we know that the commonest structure with “it” as a preparatory object is “subject+vt.+it+adj./n.+to do sth./that-clause.Some verbs like “find,feel,think，consider,make”are often used in this structure.Are you clear about it?
Ss:Yes.
(Bb:subject+vt.+it+adj./n.+to do sth./that-clause)
T:Well,besides the use as a preparatory subject or object,we all know “it” can be used to give special emphasis to almost any part of a sentence except the verb.Can you tell me the emphatic structure?
Ss:Yes.It is “It be+the emphasized part+who/that…”.
(Teacher writes the structure on the blackboard.)
T:Quite right.Now let’s look at the screen and do another exercise.(Teacher shows the following on the screen.)
Correct mistakes if there are any.
1.It is he that I want to see.
2.It is I who is leaving for London next week.
3.It was on Tuesday when Mrs Smith came.
T:Who’d like to do the first one?Any volunteer?
S1:Let me try,“him” should be used instead of “he”,because the emphasized part is an object.
T:Quite right.The second one?
S2:“is” after “who” should be replaced by “am” to agree with “I” in person and number.
T:…
S3:“when” should be replaced by “that” to give special emphasis to the adverbial of time.
T:You are all right.You’ve mastered this sentence structure very well.Now I will show you some other sentences.(Teacher shows them on the screen.)
1.It is my turn.
2.Let’s call it a day.
3.If the teacher sees you doing that,you will catch it.
4.Go ahead,we’ll make it in the end.
5.-I will study hard in the future.
-That’s it.
6.Take it easy.
T:Now please look at the sentences on the screen.I’d like you to translate them into Chinese.Any volunteer?
S1:轮到我了。
S2:今天就到这里吧。
S3：如果老师看到你这么做，你就会挨批评。
S4：继续干吧，我们最终会成功的。
S5:-今后我会努力学习的。
-这就对了。
S6：别着急。
T：Very good.We can see in these sentences,“it” has no special meaning.Is that clear?
Ss:Yes.
T:Well,now let’s do more exercises to further master the use of “it”.
Step Ⅳ Practice
(Teacher shows the following on the screen.)
Choose the best answers:
1.Is______necessary to complete the design before National Day?
A.this B.that C.it D.he
2.She heard a terrible noise,______brought her heart into her mouth.
A.it B.which C.this D.that
3.Tom’s mother kept telling him that he should work harder,but ______didn’t help.
A.he B.which C.she D.it
4.______is a fact that English is being accepted as an international language.
A.There B.This C.That D.It
5.I hope there are enough glasses for each guest to have______?
A.it B.those C.one D.them
6.-Why don’t you take a little break?
-Didn’t we just have ______.
A.that B.this C.one D.it
7.I don’t think ______ possible to master a foreign language without much memory work.
A.this B.that C.its D.it
8.-He was nearly drowned once.
-When was ______?
-______was in when he was in middle school.
A.that;It B.this;This C.this;It D.that;This
9.The weather turned out to be very good,______was more than we had expected.
A.what B.which C.that D.it
10.Was ______ that I saw last night at the concert?
A.it you B.not you C.you D.that yourself
(Teacher gives the Ss some minutes to prepare,then checks the answers with the whole class.)
Suggested answers:
1~5 CBDDC 6~10 CDABA
Step Ⅴ Summary and Homework
T:In this class,we revised the use of “it” by doing some exercises,especially the use as a preparatory subject or object and the emphatic use of “it”.After class,you should practise more and try to use the sentence structures on the blackboard.Are you clear about it?
Ss:Yes.
T:So much for today.Bye.
Ss:Bye.
Step Ⅵ The Design of the Writing on theBlackboard
Unit 20 Archaeology
The Fifth Period
The Use of “it”
Ⅰ.Preparatory Subject
1.It be+p.p./n./adj.+that-clause
2.It seems/appears/happens+that-clause
3.It be+n./adj.+wh-/how-clause
4.It doesn’t matter(It’s no wonder…)+wh-/how-clause
5.It’s up to sb.to do sth.
6.It be+adj.+for/of sb.to do sth.
7.It takes sb.…to do sth.
8.It’s no use doing…
Ⅱ.Structures to express “time”
1.It be+…+since…
2.It be(not)+long(days,weeks…)+before…
3.It be+…when…
4.It be (high)time(that)…
5.It be the first(second…)time+that-clause
6.It be time for sb.to do sth.
Ⅲ.Preparatory Object
Subject+vt.+it+adj.+to do sth./that-clause
Ⅳ.The Emphatic Use
It be+…+who/that…
Step Ⅶ Record after Teaching
Teaching Aims:
1.Learn and master the following:
root,ivory,jade,site,climate,mask,accompany,warmly,precious,triangle,dig up,remind…of,belong to
2.Review the language points and the use of “It” in this unit.
3.Train the students’ integrating skills,especially writing skill.
Teaching Important Points:
1.Useful expressions:
dig up,remind…of,belong to
2.Learn to create a flow chart.
Teaching Difficult Points:
1.How to help the students understand the passage better.
2.How to create a flow chart.
Teaching Methods:
1.Revision to help the students consolidate the language points of this unit.
2.Fast reading and careful reading to help the students understand the passage exactly.
3.Discussion to help the students finish the task of writing.
4.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T:Yesterday we reviewed the use of “it”,especially its usage used in the subject position to stand for an infinitive or a clause.Now,please look at the screen.I’ll see whether you’ve mastered it.After a while,I’ll collect your answers.
(Teacher shows the following on the screen.)
Complete the sentences,paying attention to the use of “it”.
1.______(据说)that this book has been translated into many different languages.
2.______(很可能)that your team will win.
3.______（很遗憾）that he can’t pass the English test.
4.It is important ______（我们学好英语）.
5.______(直到250年后)that they formed a single state.
6.______(是1990年)that I graduated from the university.
Suggested answers:
1.It is said
2.It is possible/likely
3.It’s a pity
4.for us to learn English well
5.It was not until 250 years later
6.It was in 1990
T:You all did a good job.Please look at the fifth and the sixth sentence on the screen again.Tell me the use of “it” in the two sentences.Any volunteer?
S1:Here “it” is used for emphasis.
T:You’re right.The two sentences are emphatic construction,emphasizing adverbials of time“not until 250 years later”and “in 1990”.The emphatic construction is:It is/was…that/who…This structure can be used to emphasize almost any part of the sentence.(Bb:It is/was…that/who…)
Can you give another example?
S2:It was in the street that I saw Li Ping yesterday.
T:Very good.If we emphasize the subject,the object or the adverbial of time,how should we rewrite your sentence?Who can try?
S3:If we emphasize the subject of the sentence,we should say “It was I who saw Li Ping in the street yesterday”.The sentence “It was Li Ping that I saw in the street yesterday.”is used to emphasize the object.If emphasizing the adverbial of time,we should say “It was yesterday that I saw Li Ping in the street”.Am I right?
T:Yes,you’re quite right.
Step Ⅲ Reading
T:OK.So much for revision.China is a country with a long history.It has brilliant culture of about 5 000 years.Do you know roots of Chinese culture?
Ss:We don’t know.
T:Now,let’s read a passage about roots of Chinese culture.First,let’s deal with the new words appearing in the text together.
(Teacher deals with the new words with the whole class.)
T:OK.Open your books at Page 78.Please read the passage quickly and answer the questions on the screen.(Teacher shows the following on the screen.)
1.Why did Jinsha village became famous all over China in ?
2.How did Sanxingdui first discovered?
(A few minutes later,teacher checks the answers.)
T:Who’d like to answer the first question?
S4:Because archaeologists discovered more than a thousand cultural relics,including gold,jade,bronze and stone objects as well as nearly a ton of ivory.These will serve as the important materials for the study of local geography,climate and environment in ancient times.
T:Anything else?
S5:Because many of the relics there look very much like those found at Sanxingdui.Archaeologists now think that the Jinsha Ruins may have been the political and cultural centre of the ancient Shu Kingdom,which moved from Sanxingdui to Chengdu about 3 000 years ago.
T:Very good.The second one,any volunteer?
S6:In the spring of 1929,a farmer in today’s Nanxing Town was working in the fields when his son dug up a round piece of jade.They found a hole filled with more than 400 jade objects.
T:You’re right.Now,read the whole passage carefully again and then answer some detailed questions on the screen.
(Teacher shows the questions on the screen.)
1.Who was the first to discover the Jinsha Ruins and when?
2.Before the Jinsha Ruins was found,archaeologists believed how long the history of Sichuan was?
3.Since 1929,what have been unearthed in Sanxingdui Ruins Site?
4.What do archaeologists hope to discorer in the future?
T:(Some minutes later.)Are you ready?
Ss:Yes.
T:OK.Who’d like to answer the first question?
S7:On February 8,2001,construction workers from a local company found ivory and jade in the mud when they were building road there.
T:Good.The second one,Who can try?
S8:Before the discoveries in the Jinsha Ruins,it was believed that Sichuan only had a history of about 2 300 years.
T:OK.How about the third one?
S9:Since 1929,more than 10 000 relics dating back to between 5000BC and 3000BC have been discovered.53 holes were dug up and over 1 200 pieces,including bronze and gold masks,bronze objects and images,jade and ivory had been found.
T:Well done.The last one,Zhang Jun,please.
S10:They hope to discover some of the mysterious palaces,tombs of kings and bronze and jade workshops.
T:A good job!You’re all very careful.Now,please look at the screen.There are some useful expressions to master.(Teacher shows the screen.)
1.The photo reminds me of childhood.
2.At the Jinsha Ruins,archaeologists dug up many precious relics.
3.The house doesn’t belong to me.
4.It looks like rain.
5.He must have been there before.
6.They may not have caught the train.
(Bb:remind…of,dig up,belong to,look like,must have done,may have done)
T:Now,you’re familiar with the reading passage.Next,let’s look at the picture.
(Teacher shows the picture on the screen.)
This is a precious bronze statue,which was unearthed in the Sanxingdui Ruins Site.Please enjoy it for a while.(Teacher gives the students two minutes to enjoy it.)
Step Ⅳ Writing
T:OK.So much for reading.Archaeological discoveries play an important part in learning about the history and culture of a country,so everyone has the duty to protect them after they are unearthed.Stealing cultural relics is illegal by law.As a citizen,what should we do to protect our country’s relics?Talk about it in groups of four.After a while,I’ll ask some students to report their results.Is that clear?
Ss:Yes.
T:(After a few minutes.)Are you ready?(Ss:Yes.)OK.Wang Li,tell us what you’re going to do to protect our country’s relics?
S11:Observe the law about the preservation of cultural relics.If we find someone stealing cultural relics.We should call the police at once.
T:Good.Anything else?
S12:Learn about cultural relics.
T:Yes,you’re right.Now,imagine you have discovered some old things under the ground,what should you do to protect them?Please create a flow chart showing the things you should do and the things you should not do.Before creating your flow chart,please turn to Page 80.Study the flow chart on the left and the tips on the right with your partner.Then try to create your own chart.After a few minutes,I’ll collect your charts.Let’s see who creates it best.Do you understand?
Ss:Yes.
A suggested flow chart:
Step Ⅴ Summary and Homework
T:In this class,we’ve reviewed the use of “it” by doing exercises.We’ve also read a passage about roots of Chinese culture and learnt some useful expressions.After class,you should do more exercises to consolidate what we’ve learnt in class.As cultural relics are very important in learning about the history and culture of a country,we must protect them.In this class,we’ve learnt to create a flow chart to tell everyone what we should do and should not do.Up to now,we’ve finished the whole unit.Can you find some words used to described archaeological discoveries?After class,please finish the homework.At last,review all the language points of this unit.So much for today.Class is over.
c
Step Ⅵ The Design of the Writing on theBlackboard
Unit 20 Archaeology
The Fourth Period
Ⅰ.The use of “it”used for emphasis
It is/was…that/who…
Ⅱ.Useful expressions:
remind…of,dig up,belong to,look like,must have done,may have done
Step Ⅶ Record after Teaching
Step I : Warming Up介绍世界英语，要求学生 区分英美语单词。
Step II: Pre-reading 在激活学生已有知识的同时引导学生为下一步的阅读做好准备。
Step III: Reading
Task 1:Reading and choose the correct answers.
Task 2:Read and summarize the main idea of each
Paragraph. ( work in groups of four )
Para.1 the extension of English in the world
Para.2 Native speaker can understand each other but not everything.
Para.3 the development of English as native language
Para.4 English is spoken as a foreign or second language in many countries.
Task 3: Analyze the text
Part one (Para.1): the extension of English in the world
Part Two( Para.2.3.&4)English changes when its culture communicate with others.Step IV. Post-reading ( work in groups of four ) Help the students deal with the new language points.
Homework: P11-12 Learning about the Language Ex 1,2,The first period: Extensive reading
Teaching materials:（ P11-12 Learning about the language ,P51-52 Reading Task ）
Step I. Check the words and expressions .
(P11&12 Discovering useful words and phrases part 1,2,3&4)
Step II. Listen and find the British and American
Which are different but have the same meaning.
( work in pairs)P12 part 5
Step III. Pre-reading
Step IV. Reading and talking( P13)
Task1 : Read and answer questions:
Task2: Read and fill in the map.
辩别southeast ,northeast ,southwest, northwest,south,east, west, north.
Step IV. Homework:
Read the passage on P52 and fill in the table.The third period: Listening
Teaching materials:
Step I. Check the homework.( the passage on P52 and fill in the table.)
Step II. Listen and answer questions.(P14)
Step III. Listen and write AE words.( P48)
Step IV. Listen and discuss in groups ,write a short list of reasons why English is spoken in
So many places.(p51 Listening task)
Step IV. Homework:write a short list of reasons why English is spoken in So many places.
The fourth period: Grammar
Teaching materials: P12 Discovering useful structure, P50 Using Structures , P15 Speaking
Step I.
The fifth period:Speaking
Teaching materials:Talking on P48-49
project on p53--54The sixth period: Writing
Teaching materials: Speaking task on P52
Writing task on P53The seventh period: Summing up
讲评作文
3.Do some exercises about sentence transformation.
Teaching Important Points:
1.How to improve the students' listening ability.
2.How to help the students ideas freely.
Teaching Difficult Point
1.How to use different words to express one's idea.
Procedures
I. Greetings and Revision
morning, everyone.
In this class, I want to check your homework first. Then learn the new words and expressions of this period. The teacher gives the explanations and examples
II. Warming up
Now, I'll ask you some questions.
The first question is: How many countries and regions are there in the world?
(About two hundred.)
T: How many languages are there in the world?
(It's hard to say. I learned from a magazine that there were more than three thousand. Perhaps more than five thousand)
It was thought that there were more than three thousand before. But it is found in recent years that there are more than five thousand languages in the world. Only thirteen languages are used by above 55 million people. My next question is: How many languages are used as the working languages of the United Nations?
: They are five. French, Russian, Spanish. English and Chinese.
In this unit, we'll talk about English.
Read the text on this Page and have a discussion with your partner. Discuss the questions in the text: What is it that Joe can't find in the bathroom? Why can't he find it? Who can tell us the answer question? :It is the toilet. Why can't he find it? Perhaps when Joe says“ bathroom he means a place where there is But in Nancy's eyes, it is where people can only have a bath. Am I right? As we know, Joe is an American, so he speaks American English. While Nancy is English, he speaks British English. That's to say, there are some slight differences between British English and American English. We'll discuss this further in the fourth period. You can read it after class to see how much you can under- stand it.
III. Listening :
Let's do listening. Please turn to Page9. Look at the picture and read the requirement. Do you know what you should do you listen to the tape? : Yes. I'll play the tape twice. When I play it for the first time, just listen to it. While I play it for the second time, write Some necessary information on a piece of paper and then discuss the answers with your partner. ( At last the teacher asks students to read their answers. )
Step iV. Speaking
Please look at Speaking on Page 9
Practise the following dialogues with your partner and act them out. Then complete the sentences below the dialogues.
Now let's complete
Harry asked Mr Smith to spell that name. He also asked her to repeat the address. Mr Smith told buy her some Harry not to forget to buy ketchup on her way
We've just acted out two dialogues. Now make another dialogue using the situation similiar to the one above. I'll ask some students to act it out in three minutes. Three students a group. Let's begin.
Step VI. Consolidation
(The teacher writes the following sentences on the blackboard. )
Look at the blackboard. There are five groups of sentences. Complete one of them according to the other. Do it by yourselves. We'll check the answers
Suggested answers
1. ”Don't drink too much,“ he said.
2. Jack told his brother to turn off the light before he slept.
3. ”Will you please help me to make a kite?“ the little girl said.
4. He asked Tom to buy a pen for him.
5. He told me to be quiet.
StepVII. Summary and Homework
Listen to some materials and do some exercises about sentence transformation. Please learn the sentences by heart.
(Pointing to the blackboard. )After class, do more practice as we did in class and try to speak more English as you can. That's all for today. Class
Unit2 Second Teaching Aims
1. Learn the text” English around the world“.
2. Get the students to master the useful expressions in the text.
3. Train the students to read the text
4. correct pronunciation and intonation.
5. How to improve the students' ability to read an article.
6. How to get the students to master the useful expressions.
Teaching Difficult Point:
The use of some useful expressions.
1. Fast-reading to train students' reading speed.
2. Reading comprehension getting the students to grasp the main idea
3. Practise what they've learned.
Teaching Procedures
Step I ~ Greetings and Revision
Greet the whole class as usual.
The teacher checks the students' homework and gives explanations
Step 1I ~ Preparation for reading
(The teacher and the students learn the new words and expressions of this period together and the teacher explains some of them . )
Please answer my questions.
The first question is:
What language has the largest number of speakers?
The second question: What language is the most widely spoken and used?
English. How many languages do you say ? I speak Chinese and English.
:Which is your native language?
(SB: My native language is Chinese. )
T If you speak more than one language, in what situations do you use the languages? : (I'm learning English. I can speak English and Chinese. I'll speak English in everyday life and use it as much as I can. As long as the person I speak to understand English, I will talk to him in English. I think it is a good way to practise my English. At the same time, his or her English can be improved, too, if he is learning English, too. I'll speak Chinese to anyone who can only speak Chinese.)
Step III. Fast-reading
As we know, English is the most widely used language. In this period, we'll talk about English. Please open your books at Page 10. Read the text” English around the world “fast and think about the three questions on the screen. ( The teacher shows the
screen. ) Do it by yourselves and write the answers on a piece of paper. I'll collect the first five pieces and see who can answer them quickly and correctly. Do you understand what I mean?
Answer the following questions:
1. How many countries are there where the majority of the people speak English?
2. How is English used in Hongkong?
3. What language should we use on Internet so that we can communicate with people around the world?
(The students read the text and discuss the questions. The teacher goes among the students and joins the students in the discussion. Then the teacher collects the first five pieces of answers, examines them and gives them back to the students. While doing this. Point out any mistakes the students make and let them correct the mistakes by themselves. We can use English to communicate with people everywhere around the world through the Internet.
Are there any different ideas?
Step IV. Reading
Now read the text carefully and discuss the questions on the screen.
(Show the screen. )
answer the following questions:
1.How many people use English their mother tongue?
2.How many people learn English as a second language?
3.In which countries do we find most native speakers of English? Give the names of five countries.
4.How is English used in countries such:: as India, Pakistan, Nigeria and Philippines?
5.How many people learn English as a foreign language?
6.Why is it becoming more and morel important to have a good knowledge: of English?
Living in China you can use English every day in different situations. Give two examples.
One student, one question. Volunteers !
1. More than 375 million people use English as their mother tongue.
2. The number of people learning English as a second language and the number of people using it as mother tongue are almost the same.
3. In England, America, Canada, Australia, South Africa etc. , we can find most native speakers of English.
4. In those countries, people perhaps speak the language of their own country at home with their family, but the language of the government, schools, newspapers and TV is English.
5. More than 750 million people learn English as a foreign language.
6. Because English has developed into the language most widely spoken and used in the world. It is the working language of most international organizations, international trade and tourism. We can listen to English songs on the radio or use English to communicate with people around the world through the Internet.
Well done! That shows you have a clear understanding of the text. Look at the screen again. I'll explain some expressions and language points all around the world.,
all over the world
the majority of..
the greater number /amount (esp. of people) the number of ” number: figures“
e. g. The number of students absent is 6. a number of: several, many e. g. A number of students were absent yesterday.
in total: when all have been added up.
In total, there must have been 20 000 people one's mother tongue: one's native language.
communicate with: communicate, to::
make ( news, opinions, feelings, etc. ) known. (The teacher answer the raised by the students. )
Step V. Listening and Read Aloud
Let's listen to the tape. I'll play the tape twice. When I first play it, just listen. When I play it for the second time, listen and repeat it. After that, read the text aloud. Are you clear?
(The teacher plays the tape for the students to listen and repeat. While the students read, the teacher goes among the students to correct the students' mistakes in pronunciation, intonation and stress. )
Step VI. Post-reading and Practice
Please turn to Page 11. Let's do Part 2, Complete the following summary with proper words. Pair work. Write your answers on a piece of paper. Later, we'll check the answers.
Suggested answers:
useful language; Britain; America; mother
tongue; learn English; foreign language; is; used; trade; tourism; businessmen; tourists; speak; English; family; communicating
Now let's do an exercise. You should do it like this: try to find useful expressions in the text and make sentences with them in groups of four. One student, one sentence. Do it by turns. Are you clear? Now I'll ask some students to make sentences. One sentence at a time. please give us your sentence. I'll take a sentence with the phrase”
all around the world“.
We Chinese people have friends all around the world.
T: Please go on !
the majority of:
The majority of class passed the exam.
in total:
In total, there must have been 500 students there.
one's mother tongue:
Mr Smith comes from the US and English is his mother tongue.
the number of:
The number of the school is increasing has lives here quite a Sm:
such as:
Boys such as John and James are very friendly. :
develop into:
Seeds develop into plants.
:without doing:
He said this seriously without smiling. :
communicate with:
The two friends hadn't communicated with each other for years. :
through the Internet:
He communicated with his friends in the US through the Internet.
have a good knowledge of:
You have a good knowledge of English. (The teacher writes the useful phrases above on the blackboard. )
Step ~. Summary and Homework
T: Today we've learned an article about English. After class, you should read the text again to get the idea of the text further and try to master the useful expressions appearing in the text. Today's homework: Tell your classmates something about English in your own words. If you have any difficulty. Please read Part 2. Post-reading on
Page 11. That's all for today. Class is over... Step vm. The DesignWriting
Unit 2 English around the world
The Second Period
Useful Phrases:
all around the world such as the majority of develop into in total without doing
one's mother tongue communicate with the number of through the Internet
a number of have a good knowledge of
Step IX. Record after Teaching
Unit2 The Third Period
Teaching Aims
Review some useful words in the text. Learn and master the sentence patterns which express an order and a request, and their different features.
Teaching Important Point
Point out the features of an order which uses the imperative, namely ”tell/order sb. to do sth. “and of a request--which uses a question form or an imperative, very polite, ask sb. to do sth.” reaching Difficult Point How to change orders and requests ported orders and requests. Teaching Methods: Inductive method and talking method to give the students a clear picture of what they should master. Practice to make the students remember what they've learned. Pair work and group work student active in class. Teaching Aids a projector and some slides. Teaching Procedures
Step I Greetings and Revision
Greet the whole class as usual.
The teacher checks the students' home-
work--let some students say something
about English in their own words. If they
have some difficulty. Part 2 in Post-read-
ing on Page 11 may give them some help. ~F Step I] ~ Word Study
T:Please turn to Page 11. Let's do Word Study. Match the words and phrase on the left with their meanings on the right. Do it with your partner. In a few minutes, we'll check the answers. (A few minutes later. )Now I'll ask SA and Se to give their answers. SA, read the meaning on the right. One item at a time. S~,give the right word or phrase for each item. Are you clear?
Step II Grammar
(Teacher says to SA:Stand up. Open the door. Look outside. Now close the door. Teacher says to SB: Sit down, please. Could you lend me your pen? Can you show me your book?) T: What did I say to SA?
Ss:Stand up./Open the door./Now close the door.
T: What did I say to Se?
Look out
Could you lend me your pen?
Can you show me your book?
T: What was the difference between what I said to Student A and what I said to Student B? S.. You told/ordered Student A to stand up/open the door/look outside/close the door. (They may say these in Chinese. )
T: What about Student B? What did I say?
S: You asked Student B to sit down/lend
you his (her) pen/show you his (her)
book.
T.. You are right. I told/ordered Student
A to stand up etc. I asked Student B to
lend me his(her) pen, etc. In fact, what
I said to Student A is an order. What I
said to Student B is a request. Its pat-
terns are like this:
Orders and Re- quests: Direct speech: (Orders) Do..., please. ? /Will you. Would you... ? Indirect speech .. (Orders) dered sb. else to do sth. sb. told/ordered sb. else not to do sth. (Requests) :sb. asked sb. else to do sth. sb. asked sb. else not to do sth. (Write them on the blackboard. ) OK. Now I'm going to show you some sentences. If it's an order, write “Order' in your exercise books. If it's a request, write” Request“. (Show the following sentences on screen. )
Make sure the door is open. Can you lend me ten yuan? Could you help me with my work, please? Don't play games in the classroom. Will you close the window, please? No smoking. (Ask some students to answer which sentences are orders, which are re- quests. ) Suggested answers Orders: 1,4,6 Requests: 2,3,5 T: From these sentences, we can draw such conclusions. If a sentence is an order, it often uses an imperative, namely, ”sh. told/ordered sh. else to do sth. “If a sentence is a request, it often uses a question form or an imperative, but very politely, namely, ”sb. asked sb. else to do sth. “But we should pay more attention to the negative construction. Its reported orders and requests should be like these. ”sh. told/ordered sb. else not to do sth.“ ”sb. asked sb. else not to do sth. '
Now open your books. Turn to Page 11. Look at Part 2 in Language Study
Grammar. In Part 1 in Gram- mar, which sentences are orders? Sc: Sentences 2,3 and 6 are orders
T: Which sentences are requests?
SD :Sentences 1,4 and 5 are requests.
T: Now turn to Page 12. Look at Part 2.
In Part 2, the three sentences are all indirect speech. Change them into direct speech, please. Pair work or group work.
(After the students' discussion. )
T: Please give us your sentences. Who
SE: The landlady asked him to put the coat in the closet.
“Will you please put your coat closet? ”said the landlady.
The landlady asked him not to on the peg.
“Will you please not put it peg?” asked the landlady.
Please go on.
The commander ordered to stand still.
“Don't move, ”the commander said to the soldiers.
Step IV. Practice
(The teacher shows the screen. )
Look at the screen. Let's practise orders and requests in pairs. You may notice on the left, under the word “Don'ts”, there are three orders, under them there are three requests. On the right, under the word “Dos”, there are
three orders, under them there are three requests. First we are going to practise the orders. I can give you an example. Look at the six orders. In Direct Speech, I can say “Watch the teacher carefully. Don't come into the lab without a teacher. ”In reported order. I can say“ She told us to watch the
teacher carefully. She told us not to come into the lab without a teacher.”
After you practise the orders, you may practise the requests. Are you clear?
Now let's begin.(Give the students practise them, then their practice. )
Suggested answers:
Indirect Speech:
1. He told us not to come into the lab
without a teacher.
2. He told us not to touch anything in the tab. 3. He told us not
4. He told us to fully.
5. He told to smoke. watch the teacher dip our fingers
6. He told us to suck our fingers.
7. He asked us not to put anything basin.
8. He asked us not to talk so loudly.
9. He asked us not to leave the books in the lab.
10. He asked us to write our answers on the blackboard.
11. He asked us to tidy the lab after the experiment. He told us cupboards. to put everything
Step V. Summary and Homework
In this class, we've reviewed some new words and, mainly done some exercises about orders and requests. In direct speech, they are ... (Pointing to the blackboard. )In the indirect speech, they are ... (Pointing to the black- board. )Please remember these sentence patterns.
Today's homework: Part 3 on Page 12. That's all for to- day. Class is over... Suggested answers to Part 3 on Page 12. She told us not to make too much noise. She told us not to forget to put our umbrellas in the stand. She told us not to room. She told us not to stay up too late. She asked us to buy some bread for her. She asked us to help her tidy the room. She asked us to speak quietly on phone. She asked us to turn down the radio. ~
Step VI. The Design of the Writing
Unit 2 English around the world
The Third Period
Orders and Requests: Direct speech: (Orders) Do- Do..., please. Don't... Can(Will) you do'“ ? (Requests) Could(Would) you please do... ? Indirect Speech.- (Orders) sb. dered sb. else to do sth. sb. told/ordered sb. else not to close. (Requests)sb. asked sb. else to do sth. sb. asked sb. else not to do sth. Record after Teaching
Unit2 The Fourth Period
Teaching Aims
Learn the text to get the students know about the differences between American English and British English.
Get the students to master the words and expressions of the text.
Teaching Important Points
Improve the students' reading
Improve the students' writing ability.
Get the students to know about American English and British English.
Teaching Difficult Point
How to improve the students' writing ability. Teaching Methods
Fast-reading and students' reading ability. Practice and pair work or group work.
Teaching Aids 1. a recorder 2. a projector and some slides Teaching Procedures:
Step I Greetings and Revision
Greet the whole class as usual.
T: In this period, I'm going to check your homework first. Then we'll learn a text: American English and British English. We'll do some exercises about it as well. At last, we'll go over Check2 point of this unit. Now take out your exercise-books, please,. (The teacher checks homework. )
(The teacher and the students go over the new words and expressions of this period. The teacher gives explanations when necessary. )
Step ]I. Fast Reading
:English is a young language. It grew from other languages, such as German and French. People began to write it down only six hundred years ago. Now it is spoken by people all over the world. From the last period we know there are more than 42 countries where the majority of people speak English. However English is not exactly the same in different countries. American people speak English, but it is a bit different from British English. Today, we are going to read about these differences. Please turn to Page 12. Read the text fast and find the answers to the questions on the screen. Do it as fast as possible and write your answers on a piece of pa- per. I'll collect the first five pieces. (The teacher shows the screen. ) Answer the following questions: 1. What is American English for “think” ? What did Noah Webster do make American English from British English?
T: Who will give us the first answer?
SA :I'll try. In American English “I guess” is used instead of “I think”.
T: Quite right. What is the second?
SB: He changed the spelling of many words.
Step III. Reading
T: Now read the text again. Read it carefully and discuss the following questions on the screen with your partner. Write your answers on a piece of paper. In a few minutes, I'll ask some pairs to give us the answers. (The teacher shows the screen. Answer the following questions..
1. When did America become an independent country?
2. Where did the word“ fall” (meaning: “autumn”)first come from?
3. Can you give some examples to show spelling differences between American and British English?
4. Is there any difference in written English in the two countries?
5. What differences are there in spoken English in the two countries?
6. Do you think that people from Britain and America can understand each! other?
7. Why do you think so?
8. How did the differences between British and American English come about?
9. Which do you prefer, American English or British English? Why?
(The teacher goes among the students, joins in the students' discussion and answers the students' questions. ) (A few minutes later. ) T: Have you finished? (Ss: Yes. ) Give us your answers, please. One student, one
question, Volunteers !
1. In 1776, America became an independent country.
2. The word “fall” first came from England.
3. Yes, I can. For example, the words “colour, centre and travelled' in British English are spelt” color, center and traveled 'in American English.
4. Yes, In written English there are some spelling differences between British English and American English. And in some cases, different words are used for the same thing.
5. Some words are pronounced differently in the two countries. For example, Americans say dance(daens], and in southern England they say. In America they pronounce not[-nat~; in southern England they say[-not~,and son on.
6. Yes. Though there are many spelling differences, people from the two countries don't have much difficulty in understanding each other because written English is more or less the same in both Britain and America.
7. There is no quick answer to this question. When people from England travelled to other countries, they took the English language with them. At first, the language stayed the same as the language used in England, but slowly the language began to change from one part of the world to another. At last the English language became two variants --British English and American English.
8. I prefer American English to British English because American English is easier to understand./I prefer British English to American English because British English sounds more beautiful.
Now look at the screen again. I'll explain some words and expressions of the text so that you can use them freely. Please listen to me carefully.
Notes to the text:
1. come about--happen, take place
e. g. When John woke up, he was in the hospital, but he didn't know how that had come about.
2.stay vi. --keep, remain
e. g. The door stayed open all
3. end up with--finish with
e. g. The party ended up singing of Liu Huan.
(The teacher answers any questions asked by the students. )
Turn to Page 13, please. Look at the exercise behind the text. Choose the correct answers to the following questions, according to the text. Have a discussion with your partner. You'd better close your books when you discuss them. If you have anything uncertain, you can look up the concerned information in the text.
Suggested answers ..
1. C~2. B~3. C;4. D~5. D
Step IV. Listening and Reading Aloud
T.. Let's listen to the tape. When I play it for the first time, just listen to it.
When I play it for the second time, please listen and repeat. Then read the text aloud. Are you clear?
(The teacher plays the tape for students to listen.) students read the text, the teacher
goes among the students and corrects the students' mistakes in pronunciation Intonation and stress. )
Step V. Reading and Writing
Now look at Reading and Writing on Page 13. Read the paragraph about American English and fill in the chart.
First read the passage, please. Then do it in groups. Write your answers on a
piece of paper. Later, we'll check the answers.
Suggested answers
│Words │Borrowed from
│cent │old French
│Florida │Spanish
│howl │American Indian
│cookbook│German
Do you have anything you don't understand?
(SK raises his hand. )
Step VI. Checkpoint
T: Please turn to Page 14. Look at Check
point 2. The first part should be done like this: For each pair of sentences, complete one of them according to the other. Then find useful expressions from the text and make sentences with them. Group work. Later we'll check the answers(The students prepare the exercises and the teacher helps them to find useful expressions in the text. )
(After a few minutes. )Have you finished?
Complete the sentences. Who'll give us the answers?
the differences between A and B:
There are many differences between Model A and Model B.
come about: How did the come about?
in the same way:
I worked out the problem. And my brother did it in the same way, too.
end up with: We ended with a song.
different from:
more or less:
Mary made some mistakes, but her answers were more or less right.
have difficulty in doing:
I have some difficulty in finishing the exercises. :
a great many:
There are a great many new words in the article. I can't read it.
(The teacher writes the useful expressions on the blackboard. )
Step VI. Summary and Homework
In this class, we've learned the differences between American English and British English. Please sum up them. One student, one item. Think it over In spelling, they are different. ample, colour, centre-.. In spoken English, they For example, dance, not Some words are different. Sp: Americans say “I guess”, while..' T: Are there any differences in written English?
Sq: Written same in English. English is more or less the both British and American (The teacher writes those above on the blackboard. )
T: There are a number of expressions in the text. You should remember them and use them in your everyday life.
Today's homework: Write a short passage, comparing American and British English or
dialects in Chinese. Besides, read the tips on Page 14 carefully and use them when possible. That's all for today....
One possible version:
American English and British English
There are some differences between British English and American English. Where are the differences? Written English is more or less the same in both Britain and America. But in the spoken language the differences are greater. Americans say fast[-fa2st~, while in England they say [-fa:st~. There are some other differences. For example, in America, they say “fall, store, right away”, while people from Britain say “autumn, shop, at once”. However, people from the two countries the Blackboard
Unit 2 English around the
The Fourth Period
Useful expressions:
the difference between A and B;
come about;
in the same way;
end up with;
different from;
more or less;
have difficulty::
in doing sth.
Step IX. Record after Teaching
Names for Americans and Europeans Usually Europeans and Americans take two or three names., the first(given, Christian) name, the middle name and the family (surname) name. The first ( given, Christian) name is that given at baptism, as distinct from the family name(surname). Surname--a name attached to a person, e, g. by reason of his occupation or place of birth or residence, later develops into such a family name.
1.dating back to/from 始于，起源于，追溯到；此短语多用于一般现在时态中
This castle dates from the 14th century.这座城堡建于14世纪。
Our partnership dates back to 1960.我们从1960年就合伙了。
2.bury vt. 埋葬
Many men were buried underground when there was an accident at the mine.
矿上发生意外事故时,许多矿工都被埋在地下。
专心致志于, 埋头于(in)
He buried himself in his work.
他埋头工作。
be buried in thought
沉思
3.with his face to the north 面向北方
with his face to the north属于“with+名词+介词短语”结构在句中常作状语，表示伴随动作或伴随性质。根据宾语和宾补之间的关系，还可以用现在分词或过去分词作宾补。
The weather was even colder with the wind blowing.
刮风了，天气更冷了。
He usually works in his study with the door locked.
他通常锁着门在书房工作。
4.test on试验，检验
Many people are against new drugs being tested on animals.
很多人都反对用动物做新药试验。
5.certain be sure和be certain后都可跟从句，但be sure的主语必须是人，而be certain的主语既可以是人又可以是物。
6.Some of the objects found in the grave give us an idea of how he was dressed when he was buried. 一些在墓穴中发现的物体让我们得知他被埋葬时的穿着。
该句为how引导的一个名词性从句作介词OF的宾语，介词后面跟一般均可接疑问词引起的从句。
1)He was not conscious of what an important discovery he had made.
2)Did she say anything about how the work was to be done?
7.amaze vt.使惊奇；使吃惊
Her knowledge amazes me.
她的学识令我吃惊。
Visitors were amazed at the achievements in the car manufacture of the city during the past decade.
参观者对这城市过去十年中汽车制造工业的成就感到惊奇。
I was amazed by the news of George's sudden death.
听到乔治突然去逝的消息,我感到惊愕。
n.惊愕
He stood in amaze at the sight.
他看到那种景象, 惊愕得呆呆地站在那里。
8.distinction n.特点；特色；非凡；卓越
the chief distinction of Chinese food
中国食品的主要特征
a writer of distinction
一位卓越的作家
academic distinctions
学术上的荣誉
There is no appreciable distinction between the twins.
在这对孪生子之间看不出有什么明显的差别。
His distinction of sound is excellent.
他辨别声音的能力很强。
His style lacks distinction.
他的文体缺乏个性。
9.dozen n.一打，12个
I want a dozen of pencils, please!
劳驾，我要一打铅笔。（缩写为： doz)
dozens of
许多
There were dozens of people there.
那里有许多人。
10.Next to them lay a cushion stone, upon which the man could work metal
当表示地点的介词词组在句首时，主谓倒装
1）.At the foot of the hill lies a beautiful lake.
2）.The soldiers ran to the building, on the top of which flew a flag.
3）.East of the lake lie two towns.
4）.Under the tree was lying a wounded soldier.
11.spare adj.备用的
a spare tire
备用轮胎
多余的，剩余的
spare cash
余款
If you have a spare bed, may I stay tonight?
如果你有空床的话，今晚我可以留下吗？
Have you any spare time to help me?
你有空帮助我吗？
You can sit here in your spare time and read the carpet!
空闲时你就坐在这里读地毯吧!
v.节约, 节省, 不伤害, 宽恕, 分让, 提供给某人
Can you spare ten minutes?
你能抽出十分钟吗?
I have no time to spare.
我没有余暇。
spare no efforts [pains]
不遗余力
12.a variety of种种；各类
The shopping-centre sells a variety of goods.
这个购物中心出售许多种商品。
At school we learn a variety of things.
在学校我们学习各种东西。
He didn't come for a variety of reasons.
他因种种原因没来。
She made the children glad in a variety of ways.
她用各种方法使孩子们高兴。
13.tend vt.（常与to连用）有某种倾向；有…的趋势
People under stress tend to express their full range of potential.
处于压力下的人容易发挥自己全部的潜力。
Laziness tends to poverty.
懒易致穷
Boys tend to be bigger than girls.
男孩的个子往往比女孩高大。
14.class n.阶级
class differences
阶级区分
Class differences can divide a nation.
阶级差异会造成国家的分裂。
lower-class life
低层阶级的生活
to travel third class
乘三等车（或舱）旅行
15.approximately adv.近似地, 大约
16.average n.平均数
The average of 4, 8, and 60 is 24.
4、8和60的平均数是24。
平均；平均水平
What is the average rainfall for August in your country?
你们国家八月份的平均降雨量是多少?
His results is the average.
他的成绩平平。
on (an) average通常；按平均
Wwe fail one student per year on average.
我们平均每年有一个学生不及格。
17.convey vt.运送；运输
The truck conveyed machinery across the country.
这辆卡车在全国各地运送机器。
Wires convey electricity.
金属线导电。
通知；通报；传［表， 转］达
I will convey the information to him.
我将把这消息通知他。
I can't convey my feelings in words.
我的情感难以言表。
The ambassador personally conveyed the president's message to the premier.
大使亲自向总理转达了总统的问候。
18.It is possible that the King of Stonehenge was linked to the stones: he may have had a hand in planning the monument; or in helping transport and pull up the stones.
很可能巨石王与这些石头有关，他可能参与策划建立这个纪念碑，或者帮助运输和竖起巨石。
19.link vt., vi.（常与together, to, with连用）连接, 联合
The two towns are linked by a railway.
这两个城镇由一条铁路连接起来。
The new bridge will link the island to the mainland.
新的桥梁将把该岛与大陆连接在一起。
20.have a hand in参与，插手，对某事物负部分责任
I can’t promise much. I’m not the only one that has a hand in things in this town.
我不能答应太多，镇里的事不是我一个人说了算。
21.may后加不定式(不带to)的完成式，表示对过去的推测，认为某事可能已发生。
He may have gone to the library.他可能去图书馆了。
22.In terms of technical development, people were going from the Stone Age to the Bronze Age.
就技术发展而言，人们正从石器时代过度到青铜器时代。
23.In terms of用……的话，以……的观点，就……而说
He thought of everything in terms of money.
他每件事都从钱的角度考虑。
In terms of money we’re quite rich, but not in terms of happiness.
从钱的角度说我们相当富有，但就幸福而言则不然。
24.Bronze Age青铜时代。在距今50前后，在旧大陆的有些地区，首先是西亚地区，发明了铜的冶炼技术，开始制作铜器。最初为红铜，接着又在红铜中加锡或铅，成为青铜。这样人类进入青铜时代。
25.conflict n.
战争；战斗；冲突
conflict of interest
利益冲突
争论；抵触；论战
conflict between religion and science
宗教与科学之间的冲突
vi.冲突；争执；抵触
The two stories conflicted, so I did not know what to believe.
两个故事相冲突，我不知道相信哪一个。
26.artifact n.人工品, 赝品
27.It has been proven that the copper knives came from places as distant as Spain and western France.
现已证明铜刀来自西班牙和法国西部。
it为形式主语，真正主语为that从句，构成句型：“it+被动语态谓语动词+that从句”
这种结构常用来表示一种不指明是谁的议论或想法等：
it should be noted that their economy is still on downward slide.
值得注意的是，他们的经济仍在走下坡路。
It was thought highly likely that there would be an extraordinary session soon.
人们认为，最近很可能召开一次非常会议。
Teaching goals
1. Talk about humour and comedians
2. Practice saying tongue twisters
3. Express intensions and plans
4. Learn to use the –ing Form (1) as Atrribute and Object Complement
5. Write a funny story or joke in English
Period 1 Word study
1. Homour/humor
(1) amusement 幽默;诙谐;幽默感
He has no sense of humour. 他没有幽默感。
(2) person’s state of mind; temper 心情,心境
My daughter is in a good humour today. 我女儿今天很高兴。
(3) v. 使满足；迁就
When a person is ill he may have to be humored.
一个人生病时，被人都的迁就他。
out of humour 不高兴； 心情不好
humourous adj. 幽默感的，诙谐的
2. bitter adj. 苦的； 难过的；痛苦的
The soup is bitter.
His failure to pass the examination was a bitter disappointment.
他考试失败是一件极令人失望的事。
a bitter pill to swallow 苦药丸;勉强接受的苦事
to the bitter end 到底；拼命
take the bitter with the sweet 甘与苦都接受
bitterly adv. 苦涩地 bitterness n. 苦味
3. comedy 喜剧 tragedy 悲剧
comedian 喜剧演员； 行动滑稽的人
comedienne 喜剧中的女演员；女丑角
He prefers comedy to tragedy.
Comedians often work alone or as a pair.
Song Dandan is a popular comedienne.
4. intend v. ---have in mind as a purpose or plan 打算； 意欲
intend to do sth 打算做…
intend that… 打算；
intend sb to do sth 想让某人做某事
be intended for 是为…设计的
intend to have done sth. 本想做某事（而没做）
intention n. 意图； 目的； 意旨
1.你今天打算做什么？
.2.他们计划今年完成这一工程。
3.我们打算让他去说服李先生。
4.这本书是给孩子们写的.
5.我本想去拜访你，但是来了一位不速之客。
5. amuse v. = satisfy or excite the sense of humour or cause laughter of 使欢乐； 使发笑
amusement n. 快乐；娱乐；消遣
amusing adj. 引起乐趣的； 娱人的
amusingly adv. 娱人地
feel/be amused at/by/with 对…感到有趣
1.我们玩游戏自乐。
2. 他的回答使我好笑。
6. appreciate v.
（1）be thankful or grateful for 感激
（2）understand and enjoy the good qualities of
赏识； 鉴赏；欣赏
1.我感激对我的帮助。
2.凡高死后他的画才得到赏识。
3.我欣赏演出的每一个节目。
4.如蒙邀请，不胜感激。
7. suffer v. =experience pain or difficulty 受…苦／折磨
suffering n. 痛苦 苦难
sufferer n. 受难者；病人
sufferable adj. 受得住的； 禁得住的
When I was in my childhood, I suffered from poverty.
Economy in Iraq is suffering from the war.
I know you have suffered a lot. = I know you have had a lot of sufferings.
8. Operate v.---(cause to) work 开动; 使运转; 使生效; 操作;管理； 作手术
The machine operates continuously.
This law operates universally. 这个规律是普遍起作用的。
He intends Dr Li to operate on him.
The machines are operated by electricity.
This company operates two factories.
Operation n. 工作；操作；生效；手术
Operator n. 操作人员； 电话接线员；
Operative adj. 操作的；运转的；有效的
9. Direction n. 方向；方位； （pl.）指示；说明；倾向；
He drove in the direction of London.
He gave me directions to enable me to find his house.
Our school is under the direction of a good principle.
The enemy ran away in all directions.
directive adj. 指导的
director n. 指导者； 董事
direct adj. 直接的
directly adv. 直接地
10. confuse v. ---mix up; put into disorder 弄糊涂；使混乱；混淆；
The road sign confused the driver.
Don't confuse Austria with [and] Australia.
They asked me so many questions that I got confused.
Confused adj. 混乱的；慌乱的；狼狈的
Confusedly adv. 慌乱地；混乱地
Confusion n. 混乱；慌乱；混淆
Period 2
Step 1 Warming up
1. Show a Chinese tongue twister to Ss and let them speak out as quickly as possible.(slide show)
“四是四，十是十；十四是十四，四十是四十；谁要把十四说成四十，我就打 他十四；谁要把四十说成十四，我就打他四十。”
2. T: “In fact, not only are there many Chinese tongue twisters, but also there are many English tongue twisters. ” let Ss read the following tongue twister as quickly as possible.
1. She sells sea shells on the seashore. The seashells she sells are seashells she is sure.
2. There those thousand thinkers were thinking how did the other three thieves go through.
3. Picky people pick Peter Pan Peanut Butter. Peter Pan Peanut is the peanut picky people pick.
4. I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish.
5. I thought a thought. But the thought I thought wasn't the thought I thought I thought. If the thought I thought I thought had been the thought I thought, I wouldn't have thought so much.
3. T say: “ It is difficult for people to say the sentence without making errors, these types of sentences are called tongues twisters. Tongue twisters are also difficult for native speakers. It can be fun to practise a few and try to see who can say them fastest.”
Step 2 Listening
1. Let Ss listen to the tape the first time, without taking notes. Make sure they understand all the words before listening. Then, ask them to finish Exercise 1.
2. let Ss listen to the tape again and ask them to finish Exercise 2. Then play the tape again to help them finish the Exercise 2
Step 3 Speaking
1. T asks: “Do you like to watch comedies or crosstalk shows?”
“ Which comedies, little sketches, or crosstalk shows do you like best? ”
“ Who is your favourite comedian? Why do you like him/ her?”
2. Listen and read the dialogue, then explain some language points in the dialogue.
make sb. laugh act the role of
tongue twister a couple of intend to
3. let Ss work in pairs, one act as a journalist and the other act as a circus clown and let them make a similar dialogue about interview between journalist and circus, then let Ss act it out in the class.
4. Learn useful expressions to express intensions and plans:
5. Group work (A)
6. Group work (B)
Step 4 Homework
1. Write a story according to the pictures and what you have heard on the tape.
2. TALKING: (Workbook, page 108)
Ask Ss to look at the pictures, make up a funny story about what is happening and say whether they think the situations are funny or not.
Period 2
Step 1 Revision
1. Word list
2. Enjoy the students’ dialogues
3.Read the following sentences as quickly as possible.
1). A skunk sat on a stump and thunk the stump stunk, but the stump thunk the skunk stunk.
2). Six thick thistle sticks. Six thick thistles stick.
3). She sells sea shells by the sea shore.
The shells she sells are surely seashells.
So if she sells shells on the seashore,
I'm sure she sells seashore shells.
Step 2 Pre-reading
1. Show some pictures to Ss :
Tasks: “Do you know these people?”
Stan Laurel and Oliver Hardy
The comic duo of the 1930s “Laurel and Hardy.” the thin one is called Stan Laurel, while the stout one is called Oliver Hardy. They are funny because they are each other’s opposites: one fat and one thin; one is clever and one is silly etc.
Mr Bean
Although Mr Rowan Atkinson acts as different comic characters he is most famous around the world as Mr Bean. Mr Bean is funny because he makes funny faces, he acts silly, he seems to be quite stupid, and the things he does are strange.
Dustin Hoffman
Dustin Hoffman in the film Tootsie (1982). In this film Hoffman acts the role of a woman, and many people agree that his performance was so good that you often can’t tell the difference. But in the film of course there all kinds of funny moments.
Ma Ji
Ma Ji is a well-known artist of crosstalk shows in China. His numerous crosstalk shows always make his audience roar with laughter.
2. Read the text and find out the best choice.
1).Why is Dustin Hoffman so famous?
A. He is famous for his works.
B. He is famous for his foreign accent.
C. He is famous for his role acting as a woman.
D. He is good at playing on words.
2). What does a “sketch” mean in the text?
A. a rough, quickly made drawing
B. general outline
C. short, humourous play
D. a piece of writing
3). Comedians and players in a comedy are similar in ______.
A. Their way of playing with words
B. Clothes
C. Crossing-dressing way
D. Foreign accent
4). Choose the main idea of each paragraph.
a.Description of a clown b.What’s a crosstalk show
c.The traditional crosstalk show d.Description of comedians
e.The writers of comedies both at home and abroad
A. 1-e; 2-a; 3-d; 4-b; 5-c
B. 1-e; 2-d; 3-c; 4-a; 5-b
C. 1-a; 2-e; 3-d; 4-b; 5-c
D. 1-e; 2-a; 3-b; 4-d; 5-c
5). Why have crosstalk shows been popular with people? Which of the following is not the reason?
A. They have two speakers.
B. They make people not only laugh, but also think about life.
C. The richness of the spoken language is made full use of.
D. Their talk includes rhythm and rhyming words.
Step 3 post-reading
1. Pair work let Ss describe a clown in their own words.
2. Discussion compare Western and Chinese comedy shows. What do they have in common? How are they different?
3. Exercise finish the exercise 2 in Studentbook, page 53
Step 3. listening True (T) or False (F)
1.Camedies are music plays that make people laugh.
2.Word play is a way to create fun in comedies.
3.Clowns use some words to make people laugh.
4.Both body language and face are important in comedians’ shows.
5.A crosstalk show has two speakers making many jokes and funny conversations.
Step 4 Oral practice
1. Can you describe a clown in your own words?
2. What does a clown look like?
Step 5 language points
make …funny 使得…有趣
be famous for 因…而著名
make fun of 取笑; 开…的玩笑
roar with laughter 大笑
make-up n. 化妆
act out 表演
have in common with 和…有共同之处
date back to ＝date from 追溯到
a flow of 源源不断的
make use of 利用
Step 6 translation
1. 西安以兵马俑而著名.
Xi’an is famous for the Terra Cotta Warriors.
2.有时候相声演员以取笑自己来逗观众大笑.
Sometimes crosstalk players make fun of themselves to make the audience roar with laughter.
3. 西安古城墙始建于明朝.
Xi’an City Wall dates back to the Ming dynasty.
4.如今越来越多的人开始利用源源不断的网络资源.
Nowadays, more and more people begin to make use of the constant flow of information on the internet.
Step 7 exercises
1. He hates to be _____.
A. make fun of B. making fun of
C made fun of D. made fun
2. The castle ____ the 16th century.
A. is dated to B. dates from
C. dated from D. is dating back to
3. It is ____ to have cold drinks on such a hot day.
A. a fun B. funny C. fun D. funs
4. Our losses should be ____ with more loans, otherwise we won’t be satisfied.
A. made in B. made out C. made for D. made up
5. He put his whole heart into ____ ways ____ the quality of the products.
A. think of; of improve B. think up; to improve
C. thinking of; improving D. thinking up; of improving
Period 5
Integrating skill
Step 1 Reading comprehension
1.Which of the following is not mentioned in the text?
A. The writer was on her way to an interview.
B. She braked hard and hit another cyclist.
C. She shouted the driver of a yellow car.
D. The driver of the yellow car was angry with her for being so rude.
2. The driver of the yellow car turned out to be ______.
A.The boss of the office
B.The manager of the company
C.One of her friends
D.The man with whom she had to work together
3. What does she mean by the sentence “the last time we met I did most of the talking”?
A.You listened to me last time we met.
B. I’ll listen to you this time.
C. I shall say nothing about the accident.
D. I think you must be angry with me.
4. Which of the following can be used as another title for the text?
A. An Accident
B. An Interview
C. Tell Him What You Think of Him!
D. A Kind Manager
5. From the text, we can conclude that the manager was ______.
A.A careless driver B. selfish
C. Tolerant (宽容的) D. determined
Step 2 language points:
1.be on good terms with 与某人关系好
2.cut in 插入
3.in the other direction 朝着另外方向
in the direction of 朝着…方向
4. brake hard 使劲刹车
5.go up 上前去
6.lay down 放下
7.drive off 开车走掉
8.knock off 撞掉
9.shout at 冲着…大嚷
10. be on time for 按时
11. in great surprise 吃惊的
12. in (total) silence 一言不发地
13. look on…as… ＝ regard…as… 把…看作是
14. be angry with sb 对…生气
15. make jokes about 拿…开玩笑
Step 3. exercises:
1. 他们把受伤的人放在地上。
2. 我看见他开车向着城里的方向去了。
3. 他对着我大叫大嚷，我很生气。
4. 我和李岩关系一直很好，我把他当作我的最亲密的朋友。
5. 那个司机把一个男孩撞下自行车，却驾车跑了。
They laid the injured man down on the ground.
I saw him drive away in the direction of the town.
I was angry with him for his shouting at me.
I have been on good terms with Li Yan and I look on him as my closest friend.
The driver knocked a boy off his bike but drove off.
Step 4 Homework
Write a funny story or joke in English.
Period 6
Grammar
Period 7
Exercises in workbook
Period 8
Workbook integrating skills
1. Read the poem and explain the meaning of it.
2. Understand the poem better by going through the explanations on the reading paper.
导入
模块一：问题导入 （ 适用于warming up及Listening 部分的导入）
教师联系学生学习实际，引起学生对所学课程的关注，导入本课的主要话题--experiments in the lab。
1) Now you’ve been learning several subjects at school, such as maths, Chinese, English, physics, chemistry and so on. Which do you like best? Why?
2) Do you like doing experiments in physics, chemistry and biology in the labs?
3) Do you often do the experiments by yourselves or directed by your teachers? What has your teacher tell you to pay attention to when you enter the lab? What should you not do?
导入
模块二：图片导入 （ 适用于Speaking部分的导入）
教师展示两张有关磁悬浮列车的图片，问学生是否了解相关背景知识，引导学生结合自己原有的知识，探讨科学新发明的优点与弊端。
Science is a sword with two edges. When new inventions appeared, they brought benefits to human beings as well as trouble. Have you heard about the high-speed Maglev train from Shanghai to Pudong Airport? Let me show you something about it.
教学过程
导入
模块三：
教学过程
重、难点指导
Language points
1．Why should students be careful smelling from bottle? 为什么学生在闻从瓶子里冒出来的气味时要小心？
be careful of 注意...，当心...
be careful about对于...谨慎
be careful with 做...认真，注意...
be careful not to do sth．当心不要...
be careful as to + 从句 对于...谨慎
be careful in (doing) sth．在...方面谨慎
be careful + 从句 注意...，当心...
be careful doing sth．做某事时要当心
It is careless of sb. to do sth＝Sb．is careless to do sth某人做...太粗心了。
例如：
Be careful of the dog; it sometimes bites people.
当心那只狗，它有时会咬人。
The public was warned to be careful of birds flu.
公众得到警告， 要提防禽流感。
People should be more careful about the things they say．
大家对自己说的话应该很谨慎
Please be very careful with those plates!
那些盘子，要十分小心。
He is careful with money.
他用钱很仔细。
He was careful enough to check up every detail.
他非常仔细,把每一个细节都核对过了。
Be careful not to fall off the ladder.
当心别从梯子上掉下来。
Be careful as to who came here early every day.
请留意每天谁来得早。
You must be careful crossing the road.
你过马路一定要当心。
Be careful that you don't fall off the ladder.
当心别从梯子上掉下来。
Be careful that the medicine is kept away from children．
要小心把药放在安全的地方，不要让小孩拿到。
You must be careful who you accept a lift from．
搭乘谁的车，要小心。
Be careful what you say.
你说话要当心。
Be careful how you start the personal computer.
要注意怎样起动个人计算机。
Be careful when you're crossing the road.
过马路时要当心。
It is careless of him to leave the changes of money everywhere.
他很粗心，零钱到处丢。
2. What is it to be done when something gets into your eyes?如果你眼睛里进了东西，该怎么办?
“be + to do”结构表示安排、命令、职责, 义务、目的、用途、可能性、命中注定等。
例如：
We are to meet at the school gate．
我们约定在校门口碰头. (安排)
You are to be back by l0 o’clock．
你得在10点种前回来(命令)
A knife is to cut with．
刀是用来切割的。(用途)
They were never to meet again．
他们注定以后永远不再见面.(命中注定)
I am to inform you that the meeting will be held in Hang zhou.
我谨通知你会议在杭州举行。(职责)
3. Work in pairs and discuss the advantages and disadvantages of the following scientific discoveries and applications.
be of great /no advantage to
take advantage of 利用...
to one's advantage 对某人有利
have/gain/win an advantage over…比...有优势
have the advantage of … 有对...的优势，知道某人所不知道的事
例如：
It is an advantage if you know how to type.
如果你会打字，将会对你有利。
This kind of training is of great advantage to teenagers.
这种训练对青少年有好处。
We took advantage of the fine weather to go on a hike.
我们利用晴朗的天气去旅游。
I hope that this library is fully taken advantage of.
我希望图书馆能得到充分利用。
= I hope that full advantage is taken of this library.
She has got the job because she has the advantage (over others) of knowing many languages.
她能得到这份工作是因为她（比别人）多懂几门语言。
It’ll be to your advantage to study abroad.
到国外学习对你有好处。
4．We should make more use of this new technology.
make use of 利用
make good／better／the best use of 很好地／较好地／充分地利用
make full use of 充分利用
make the best of 善用，充分利用
come into use 开始被使用
go／fall out of use不再被使用
of use＝useful有用的
put．to use使用，利用
It's no use／good doing sth．做某事没有用／好处。
5. It brings people more comfort.
n. 安慰；舒适；使人得到安慰的人／事物
vt．安慰；使舒适
comfortable adj 安慰的，舒适的
take／seek comfort from (in) doing．．．在…中得到(寻求)安慰
live in comfort 过得舒适
例如：
His kindness gave her much/great comfort.
他的好心给了她极大的安慰。
Words of comfort can be important to those who are in trouble.
宽心的话对身处困难之中的人是非常重要的。
A hot cup of tea on a cold night is a real comfort.
寒冷冬季的夜晚来杯热茶真是一种享受。
My husband is always a comfort to me when I meet difficulties.
在遇到困难的时候，我丈夫对我是个安慰。
6．Can you name some of them?
be named．．．名叫...
name．．．after...以...名字为...命名
name Sb．(as)．．．任命某人为…
name no names 不指出名字
name a date 指定一个日子
call sb．by name 叫某人的名字
by the name of 名叫...的
call sb．names 谩骂某人
make／get a name 成名
in the name of以...的名义
7. Can you describe a science experiment that you did?
n. make／do／carry out / perform an experiment in … ( chemistry..)做／进行实验
Some people learn by experiments and others by experience.
v. experiment with… 用…做实验
experiment on… 拿…做实验； 在…(身)上做实验
experimenter实验者；试验者experimental adj．实验／试验性的
例如：
Don’t experiment with such dangerous drugs.
不要用这种危险的药物做实验。
They decided to experiment on animals first．
他们决定先拿动物做实验。
8. Having realised that I could use a kite to attract lightning，I decided to do an experiment．意识到我能用风筝采吸引闪电，我决定做一个实验。
having realised是现在分词的完成式，分词短语在句中作状语，表示该动作(realise)发生在主句谓语动词所表示的动作之前，相当于When I had realised that..
又如：
Having finished his homework，she went on the internet．
做完作业后，她就上了网。
现在分词短语的否定形式应将not放在v-ing之前，其完成式的否定式为not having done。
__________ a reply, he decided to write again. (MET 1992)
A. Not receiving B. Receiving not
C. Not having received D. Having not received
答案： C
9. The string was getting charged！ 风筝线带电了！
charge sb. money (for...) 因…收某人…钱
free of charge免费的
charge a cellphone/ battery/ machine给手机/电池/机器充电
sb be in/ under charge ( of sth ) 负责(某事)
sth be in/ under the charge of sb由...掌管
take charge of负责，管理
leave．．．in charge of sb．把...交给某人管
put sb．in charge of．．．让某人负责…
soldier /wild animal/ footballer charge towards …= rush towards… 士兵/野兽/球员冲向…
get burnt/ lost/ hurt/ drunk/ killed/ married/ excited 此类短语表动作
例如：
He charged me $100 for this bike.
My cell phone needs charging.
The girl was safe in the charge of a nurse.
Don't leave everything in charge of the young man.
Can you take charge of this class, Miss Smith?
I'll put you in charge of him.
10. The experiment proves that lightning and electricity are the same.
prove sth to sb 向某人证明某事
prove that… 证明…
prove sb (to be ) +n. / adj. 证明...是…
prove (to be )+ adj 证明是…
例如：
Can you prove your theory to us?
Can you prove that your theory is reasonable. 你能证明你的理论合理吗？
This experiment proved his theory ( to be ) reasonable./ a reasonable one.
His theory proves (to be) reasonable.
11．Most kites are made of paper, but a kite made of silk will not tear so soon in with rain and strong winds.
tear sth to pieces/in half/ open白条把某物撕成碎片/两半/开
tear sth down ( from…) 把..拆掉
tear sth off…把某物扯掉
例如：
She tore her skirt on a nail. 她的裙子在钉子上刮破了。
The paper tears easily. 这种纸容易扯烂。
类似主动表被动的动词还有write, read, sell, lock, fill, strike, wear, translate, cut, dry, move
12．Fly the kite when a thunderstorm appears to be coming on. 在雷雨要来的时候， 就可以放风筝了。
There seems / appears to be… 似乎有…
It seems/appears ( to sb) that/as if… 在某人看来好象…
Sb appears to do /be doing/ have done 某人似乎要做／正在做／已经做…
Sb appears to be +n. /adj 某人似乎是…
例如：
It appears that he will win the prize.
It appears to me that he is right and you are wrong.
He appears to have done that.
It appears to be raining.
13．There is no doubt that 100 years ago animal testing was cruel but today animals in experiments are very well taken care of. 毫无疑问，一个世纪以前动物实验非常残酷，而今实验中的动物得到了悉心照顾。
There is no doubt of sth 某事是毫无疑问的
There is some doubt as to/ about 对于某事，仍有疑问。
without doubt 勿庸质疑
doubt sth 怀疑某事
doubt whether/if….
don’t doubt that…
例如：
There is no doubt of his success.
There is some doubt about whether/if he will succeed.
I have some doubt about his success= I doubt his success= I doubt whether/ he will succeed.
I have no doubt that he will succeed.= I don’ t doubt that he will succeed
He will succeed without doubt.
教学过程
课堂活动设计
模块三：举行辩论会
活动时间
学完本单元后
语言知识要求
1)本单元有关的语言
2)辩论常见句型及格式：
Topic
For side：We should test medicines on animals
Against side： We should not test medicines on animals
Debaters
For side：
Against side：
STATEMENTS
Sentences for reference;
Good afternoon，ladies and gentlemen，our point of view is that…
So as I mentioned about …, it is very very important in the role of animals．
First I want to explain our opinion about this．We think
FREE DEBATE
Well，thank you，Chairman，and to our opponents．You have mentioned the importance for …
Don't you think so？Thank you．
I should like to correct one thing，the against friend said，“…”It doesn't mean …
SUMMARY
Good afternoon，just now，we talked a lot about…． First，we all agree ….Well，and second，let's take a look at …
Thank you，Chairman，here I should declare that our point of view is that …and so I would like to say again our point of view is that …．Thank you．
语言技能要求
听，说，读，写
活动形式
1）小组活动：按观点取向确定正方，反方。各方分配任务，各自收集资料，交流、整理、排练，确定主辩手、第一、二、三副辩手。邀请英语教师及部分同学做评委。由一名同学担当主席。
2）班级活动：班级辩论会
任务目的
1）培养学生辩证思维， 学会全面分析问题
2）引导学生在实际应用中巩固所学的知识。
板书设计
模块三：诱导式
Reading
Title Experimenter’s name
Purpose:
Procedure:
Things needed: _______ ________ ________ _________
Three steps : _____________________________
______________________________
______________________________
Things which should be taken care:
_______________________________
_______________________________
_______________________________
Results:
Conclusion:
评价性练习
I Complete the following sentence:
1．They were _____________(做实验)when I entered the lab．
2．I think the medicine _________(不起作用)．
3．He appeared___________(在睡觉)．
4．The cell phone has______________(充电)．
5．He spent________(大量)money in buying books．
6．The rain___________ (阻止)me going out．
7．Scientists________ (检验)new medicines on animals．
8．___________(毫无疑问)that he knows it
9．She was___________ (哭)in the street．
10．__________ (知道)his mother was i11，he went home．
II Multiple choices
1. The hotel _______ 240 yuan for a double room for the night.
A. offered B. charged C. paid D. gave
2. ---This kind of cloth _______ well and ____ long.
---OK. I’ll take it.
A. washes, lasts B. is washed, lasted
C. washes, is lasted D. is washing, lasting
3. Don’t worry! We are sure to win the match, for we have two good basketball players, which is of great ________ to us.
A. value B. use C. importance D. advantage
4. I tore the letter ________my daughter and tore________.
A. at , it open B. at, open it
C. from, it up D. down , it up
5. There is no doubt _______ Don has brains. In fact, I doubt _______ anyone in the class has higher IQ.
A. whether, that B. that, whether
C. /, / D. /, whether
6. ________such heavy pollution already, it may now be too late to clean up the river. (NMET )
A. Having suffered B. Suffering
C. To suffer D. Suffered
7. In the third century of Rome, there was an emperor _______ the name of Claudius II, who decided that marriage was not allowed in military.
A. in B. by c. with D. on
8. --Who is _________ this case?
--Sorry, I don’t know. But a lot of policemen went out __________ that lost child.
A. looking into, discovering
B. catching, and looked for
C. in charge of, in search of
D. in the charge of, to find
9. –How much should I pay for the meat?
-- _____________.
A. Just little money B. Of course, I’ll pay it
C. You can count it D. It’s free of charge
10. --Don’t get the fire _________.
--Why not! I don’t think the room warm yet.
A. out B. going C. burnt D. turning on
Suggested answers:
I.
1. doing an experiment
2. doesn’t work
3. to be sleeping
4. been charged
5. a great deal of
6. stopped
7. test
8. There is no doubt
9. in tears
10. Having known
II.
1.B 2. A 3.D 4. D 5.B 6. A 7. B 8. C 9. D 10
In 1952, a stormy night, Franklin set out a kite and that was the most famous kite experiment in the world. Franklin didn't invent electricity through that experiment. However, it proved that man-made electricity generated by friction and electricity from lightning have a similar discharge. Franklin used cedar sticks to form a cross and made it as the frame of a kite, then paste a silk handkerchief on the cross as the sail of the kite. On the top of the cross, he attached a 30 cm long copper line, and he sharpened the top of the line. On the other end of the line, he fastened a silk ribbon with a brass key fastened on it. Not wanting to wet the silk ribbon, he stood on dry ground inside a shed, and flew the kite. And at the same time, he couldn't let the flying line hit the doorframe or window frame, either. When the dark clouds which brought thunders and lightings covered the kite, the sharp end of the copper line would pass the electricity down, and so the kite and flying line were electrified. At that time, when anyone reached out one finger to the brass key, that person could easily feel the electricity. This experiment was rough and daring, for those scientists who re-do this experiment later on, they would have to use “electric proof” material, such as a spool made of glass, to avoid danger.
Kites can be used for fishing. There is a special species of fish in south Pacific Ocean. It tastes fresh and delicious, but the tasty needlefish has a shy nature. It likes to find food near the the surface of tropical oceans. Therefore, the islanders invented an unique way of fishing. They use kites made from leaves and set the kites offshore. They fastened the fishing lines on the kites, and tied a hook or made a noose by the end of the fishing line, and loaded shrimps as the bait.
Draw by Jun Hen Text by Chen, Wu Zhen Title: Fly a Kite
Fishing with kites became a type of entertainment gradually. Some people will attach two lines to control the kite, so that they can put the bait where ever they like.
The biggest waterfall in the world is Niagara Falls. When the first bridge was build over the falls, engineers couldn't deliver the giant cable to the other side of the falls. (at that time, helicopter hadn't been used in that field yet) All of the people were at their wit's end, and at that time, a man came forwards and suggested that they could use kites to deliver. And they succeeded.
Wilson was a meteorologist. Once he stringed 5 kites together and flew them up to about 900-meter-high. He tied thermographs in each kite to measure the change of temperature in different height. This method of researching meteorology was very popular in late 19 Cent ray. Some people even tied a camera and other equipments on kites to collect various data of the atmospheric layer.
In World War II, kites did save many airmen's lives. At that time, when pilots were in danger and had to parachute, they often had to land in sea or mountain areas. At that time, they needed to take out the kite kept in the back bag, and let the kite keep flying in the sky.
Although they had landed, but they could take advantage of the telegraph transmitter they brought with them, and sent out signals to ask for help. Their signals would be sent farer through kites, subsequently, the rescuer would be able to get there on time. In world war II, British and America troops used kites as target of shooting, and distributing fly sheets. In 1895, Eddy tied some photographic equipments on kites, and took the first bird's eye view pictures.
The above information adopted from “ Flying Kite”, published by Taiwan Department
Unit 16 Scientists at work
________________________________________
一. 教学背景分析
1．学生情况分析
本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
2. 单元背景分析
随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。
二．教学目标分析
1． 语言知识
词汇：学习并使用一些与science 和scientists有关的词汇。
语法：进一步了解一词多义现象与合成词的构成。
功能：学习如何就某一事物给予别人指导与说明。
话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。
2． 语言技能
听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。
说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。
读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。
写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。
3． 情感态度与文化意识
（1).进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。
（2).引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。
（3).指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。
（4).意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。
4． 学习策略
指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。
三. 教学内容分析
本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。
Warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在Listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。
Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，（练习中提供了诸如Maglev train, cloning, nuclear energy, computer 与 space flight等内容）然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。
Reading讲述的是科学家Franklin著名的风筝实验，从而证明Lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。
Language Study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。
Integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。
四. 教学重点与难点
1. 重点
（1）.掌握如何就某一话题给予别人指示与说明，能熟练运用 Don’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…等结构进行讨论、对话与表演。
（2）.能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…
（3）.能继续运用各种阅读微技能进行有效的阅读， 同时能在阅读中继续培养猜测单词词义的能力。同时掌握文中出现的单词与短语的使用。
（4）.能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义，利用构词法知识扩充词汇量，并能真正做到为阅读服务。
（5）.能把事物的正反利益和理性的思考落实到笔头，即能清晰地就某一争论性话题发表自己的立场，阐明原因。并能进一步运用基本的协作技能学会argumentative essay的写作。
2．难点
（1）.如何有效的让学生就given topic进行合作，分析问题的利弊，并掌握相关的词汇。
（2）.如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展。
（3）.如何更加有效的掌握并运用一些key words and expressions, such as make /do an experiment on…, comfort, conduct,
charge, a great of, prove, tear, sharp, explain, pick out, test on, doubt, conclusion and so on.
（4）.如何能使议论性作文表达的更加完整与流畅。
（5）.指导学生通过各种渠道如图书馆、网络等资源查找资料。
五、教学原则
（1）以任务型教学 (Task-based Language Teaching)作为课堂教学设计之理念，具体采用情景教学法（Situational Approach），交际教学法（Communicative Approach），整体语言教学法（Whole Language Teaching）等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。
（2）在教学中突出交际性，注重读写的实用性；同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。
（3）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。
（4）贯彻“教中学，学中用”策略，真正使学生学以致用。
六. 教材与任务安排
本单元计划为六课时：Warming up & Listening （1课时）， Speaking (1课时) ，Reading (2课时)， Grammar (1课时)， Integrating skills（1课时）。同时本单元安排的三大任务是（1）.为学校理化生实验室拟订英语实验室规则。并以墙报的形式进行比较后，选出其中最佳的规则，然后上报给学校。（2）.科学家创造发明故事比赛。要求学生在课外收集国内外发明家的故事，经过整理后，能以故事、小品、对话等不同形式表演出来。在全班同学 的共同评判下选出最佳故事及选手。（3）.当地热点争论问题讨论。搜集本地目前人们所争论的一些问题，并能采集到不同的人对于这一问题的不同看法与见解，并能进行思考后，发表自己的立场与观点。然后写一封书信给当地相应的管理机构或政府部门。
Teaching Plan
Period 1 Warming up & Listening
Learning Aims
1.To encourage the students to think and talk about their science subjects and activate their relevant vocabulary at the same time.
2.To learn what should be paid attention to when doing an experiment in a lab and how to give instructions to others.
3.To train the students’ ability of listening for information.
Learning Procedures
Step 1 Warming up
Today, we are going to talk something about the subjects you are learning.
Q1: How many subjects are you learning now?
Q2: What are the subjects in which you learn science? Is it easy for you to learn them?
1). Group work
Divide the whole class into two groups, one group is going to talk about the question “ What do you learn about for each field of science?”, and the other “How are you learning these subjects?” Write down the result of the discussion in a card, and choose the best member to do the report.
2). Class work
Enjoy some pictures about the facilities in labs and students doing experiments in labs.
Q: Which subjects are connected with these pictures? Do you often do experiments in the lab?
Step2 Pre-listening
1).Group work
Is it necessary for you to do experiments in the lab? List the reasons in the card and see which group can find more.
2).Class work
Do you still remember what your teacher often remind you before, when and after you do an experiment? Divide the whole into several groups to have a competition in class and see which group will win the game.
Step 3 Listening
1). Listen to what Mr. Zhu is talking to his students for the first time, focusing on the subjects mentioned in the passage.
2). Listen to the tape for the second time to write down some key words to the questions and check with the partners.
3). Listen to the tape for the third time. Understand the whole passage fully and check if the answers are complete, especially pay attention to different structures of giving instructions.
DOS DON’TS
Follow / teacher’s /instructions Don’t come into / without …
Be careful about / when… Don’t touch… / unless…
Always listen carefully to… Don’t throw… / unless…
Clean…away and leave …clean and neat Don’t forget to…
You should tie…up Never put / nose directly into…
Remember that… Never put /fingers into/ and taste…
Make sure that…
Step 4 Post-listening
1). Group work
List what you can do and can’t do in a lab as much as possible in groups.
2). Individual work
Knowing the rules in a lab is very necessary for the sake of our safety. Suppose you are a chemistry teacher, and you are going to make an announcement to your students to give them some instructions before an experiment.
3). Group work
Design the rules for the chemistry lab of your school in groups and put it on the wall in the classroom.
Homework:
Task 1. Have a discussion to find out the best rules for the lab and recommend it to the school leader.
Task 2. Preview Speaking and try to search for some information about the new inventions and discoveries.
Period 2 Speaking
Learning Aims
1. To learn to cooperate with partners to analysis a problem in different views.
2. Enable students to describe the advantages and disadvantages of something in specific words.
Learning Procedures
Step 1 Warming-up
Daily report
1). Class work
Watch a video about the successful launch of ShenZhou V manned space flight in China.
Nowadays, more and more new inventions and discoveries are made all over the world.
2). Brainstorming
List the words they’ve learned about the new scientific inventions and discoveries. Then have a short introduction to Maglev train.
Step 2 Pre-speaking
1). Pair work
Read the dialogue aloud to finish the following form:
inventions advantages disadvantages
Maglev train
2). Group work
Discuss how you can talk about the advantages and disadvantages about some new inventions and list the relevant words and phrases an many as possible.
Advantages Disadvantages
It’s good for… It is too expensive
It can help… It is dangerous to…
It is important for… It is unnecessary to..
It brings people… Some people will use it for…
It doesn’t pollute… It is bad / or harmful for…
Step 3 While speaking
1). Group work
Enjoy some pictures about some new inventions. (Cloning, Nuclear energy, Computers and Space flight ) Each group is to choose one of them to have a discussion and list the advantages and disadvantages. Exchange the ideas with the whole class.
2). Pair work
Make a dialogue in pair to talk about one of the inventions, using the structures to show your agreement and disagreement, such as I’m afraid…/ I can’t agree with you./ I don’t think so. / In my opinion… And then act it out.
Step 4 Post-speaking
1). Debate
The scientific technologies are improving very fast. Some of them are widely accepted and applied, while some are still being argued about by people. Cloning humans is still one of them. In your opinion, do you think it good to do so all over the world?
Divide the whole class into two groups to have a debate and see which group will perform better.
2). Imagination
If you were a scientist many years later after you graduated from universities. Do you think what you would try to invent or discover? And why do you think so?
Homework:
Task 1. Read the following poem ,and then try to imitate it and write down a similar one, of course, about other inventions.
Compute
A compute is a machine. A computer is interesting.
A machine is useful. I can study a computer.
I can use it.
Who made it? Humans being made it.
I am a human being. am warm. I am wise.
I have empathies for animals and people.
I conductor a computer. A computer does not conductor me.
Task 2 Find out one interesting story about some famous scientists and retell it in your own words.
Flossie Wong-Staal
An interview with Emilio Alvarez and Ann Crystal Angeles
Flossie Wong-staal stays on the move. She moved with her family from China to Hong Kong when she was five. Later she moved to the United States to attend college. Now Wong-Staal is on the move to clone the virus that is believed to cause AIDS and to figure out how the molecules（分子）of the virus are arranged. Wang-Staal heads a team of scientists at the university of California, San Diego. They are trying to save lives by making an AIDS vaccine(疫苗).
Emilio: How did you decide that you wanted to become scientist?
Wong-Staal: At first my teachers made the decision. In high school they said I should study science because of my grades. By the time I graduated from college, there were so many exciting discoveries being made in molecular biology that I wanted to specialize it.
Emilio: What was your high school like?
Wong-Staal: I went to an all-girl high school in Hong Kong. I felt very free at an all-girl school, and I have fond memories of that time.
Anne Crystal: Would you explain your research?
Wong- Staal: Basically me colleagues and I are trying to understand how the AIDS virus is replicated, and then to develop ways to interrupt the replication process, By “replication” I mean the way in which the virus gets inside a cell and uses that cell as a sort of factory to make many many copies of itself.
Anne Crystal: Do you always enjoy your job in the laboratory?
Wong-Staal: Yes,, I think it’s very exciting work. Of course it’s not every day that you make a discovery and have that kind of reward. But when it does happen, it’s a real thrill. It’s exciting to know that you brought about knowledge that didn’t exist before.
Anne Crystal: What would you tell students who would like to become research scientists?
Wong- Staal: Stay with your interest, and get good information about the education you will need. I also have warning: Things are not always easy. There are frustrations in research; sometimes things don’t go the way you’d hoped. But when you make a discovery or a contribution to science, it becomes worthwhile. And I want to encourage all young people to be interested in science: We need you !
1. As you read, guess the meaning of the boldface words from the surroundings words and sentences.
2. Look back over the reading to find the following information:
(1). Where Wong-Staal was born: (2). What she is studying in her research:
(3). What she was the first person to do:
(4). This article is primarily about______________.
A. the scientist Wong- Staal B. making an AIDS vaccine
C. preventing the spread of disease
(5). Which question is NOT answered in the reading?
A.What college did Wong- Staal attend
B. What type of biology did she specialize in
C.Where does she work now
(6). You can infer that Wong- Staal
A. didn’t want to become a scientist
B. is happy she becomes a research scientist
C. plans to retire soon
3. Write about the following two questions in your journal.
(1). Wong- Staal says that there are frustrations in research. What do you think she means? What frustrations might there be in doing research? How would you deal with these frustrations?
(2). Wong- Staal says that here teachers decided she should become a scientist. Do you think teachers should make career choices for their students? Why or why not?
Period 5 Language study
Learning Aims
Enable students to have a better knowledge of the rules of word-formation.
Learning Procedures
Step 1 Warming up
Daily report: Show your opinions about the two problems mentioned in the reading passage.
Individual work
Show a tongue twister to students:
If one doctor doctors another doctor, does the doctor who doctors the doctor doctor the doctor the way the doctor he is doctoring? Or does he doctor the doctor the way the doctor who doctors doctors?
Practise the tongue twister for some times and see who can say it correctly and fast.
Q: Do all “doctors” in this sentence have the same meaning?
Conclusion: The meaning of the same word varies in different sentences and so does the gender.
Step 2 Reading and thinking
1). Pair work
Read the following sentences to distinguish the different meanings of the same word.
How much do you charge for repairing my CD player?
The frightened animal charged into the toy shop.
It usually takes one hour to get my call phone fully charged.
The man was charged for being irresponsible for the job in the court.
We gave her the charge of the house when we were away for holiday.
What is the charge for using the hall?
The guide conducted the tourists around the museum.
How well does this material conduct electricity or heat?
The concert on this Saturday evening will be conducted by a world famous conductor.
The teacher scolded him because of his bad conduct.
The manager conducted the business carefully.
He was surprise to see so many crosses marked in his Maths homework.
This fruit is a cross between an apple an d appear.
The river was too deep to cross.
The two main roads cross in the center of the town.
He crossed his name off the list.
2). Group work
Discuss in groups to think about more words of this kind and make sentences according to the different meanings. Then read it out and the other students try to guess the meaning of the same word in different situations.
Step 3 Imagination
Group work
Show some words on the screen ( such as bank, tie, sharp, tear) . Discuss in groups to make a short story, paying great attention to the different meanings and gender of the same word. Write it down on a card and share it with the whole class. See which group does the best job.
Step 4 Compound words
Sometimes if we put two different words together, we can make a new one. These words are called “Compound words”. Show some examples:
Blackboard is compounded with two words:
Part 1= a kind of deep color Part 2= a piece of thin wood
Show the students the formulation: Part 1 + Part 2 = ?
1). Class work
The teacher provide explanations to two single words. Ask the students to combine them together and then guess what the new word is. Repeat it for several groups.
Part 1= part of the body used when we talk Part 2= a round thing to play with
Part 1= water of ten degrees below zero Part 2= medicine to put on your skinPart 1= a liquid you need to make tea
Part 2= moving in snow with wooden thing tied to your shoes
2). Group work
Discuss to think of some some compound words in groups and then do the same game with the partners.
3) Class work
Have a competition about word guessing and see which team can give the most wonderful performance.
Two students to make a team with one facing the blackboard and the other facing all the students. The teacher lists some compound
words on the screen. The students facing the Bb explains the two parts of the compound word as quickly and exactly as possible, so
that the other one can join the two parts together to guess which word is mentioned. The game is limited in two minutes and then they
can find out which team have guessed more words than the others.
Step 5 Post-learning
Read the story about “Franklin’s famous kite experiment” again , and try to find out all the similar words as those learned in this class.
Homework:
Task 1. Design an exercise to match the words in Column A with those in Column B to make some compound words. Exchange the exercises in class.
Task 2. Prepare to make up a story about the relationship of humans and animals in groups and then act the short play out.
Period 6 Integrating skills
Learning Aims
1. Get the students to have reading extension for scientific experiments.
2. Enable students to write an argumentative essay by discussion.
Learning Procedures
Step 1 warming- up
(1). Class work
Daily report: A short play about the relationship between humans and animals.
Q: What do you learn from it?
(2). Class work
Enjoy some pictures about animals killed by humans:
Q: Why do people kill so many animals? Can it be avoided?
(3). Class work
Q: Why do scientists do experiments on animals?
What would often be the result? Can it be avoided?
Step 2 Reading
(1). Individual work
Can scientists make experiments on animals to test new products? People have different opinions about the problem. Let’s read such a passage now.
Q: How many questions are mentioned?
( Does animals testing work? Do people have the right to use animals?)
(2). Individual work
People are having a heat argument about the problem. And if you were an animal, what do you think would say to humans beings?
Prepare to make a short speech and speak it out.
(3). Group work
As a human being, do you agree with which side? A reporter is very interested in this argument, and he is having an interview with some people. Discuss the problem in groups, one as the reporter to hold the interview, one as a scientist who sticks to testing on animals, one as an activist who is against the idea and the other one tries to make some suggestions and notes. Exchange ideas with each other with the information in the reading material as well as your own opinions. Do the report and share your conclusions with the whole class.
(4). Group work
It’s really difficult for us to judge who is right or wrong. So in order to avoid such an argument, do you have some betters methods to solve problem, especially in the future? Discuss the problem in groups and reach an conclusion.
Step 3 Writing
(1). Pair work
Now it’s time for you to write about an argumentative essay on this problem. So what do you think you are going to write about in your essay? Discuss in pairs and show the ideas to the class.
(2). Individual work
Read the tips carefully to check if you have the same idea.
Title Choose a clear Pro or Contra animal testing title
Introduction Explain for what reasons animals are used in experiments and make clear on which side you are: Is animal testing OK or are you an animal rights activist?
Second Paragraph: Arguments Pro Choose two or three arguments from the reading to support your view, Explain them in your own words: 2-3 pros.
Third Paragraph: Arguments Contra Choose one or two arguments from the reading that do against your view. Explain them in your own words and show that they are not true: 1-2 cons
Conclusion Write what we should do with animals experiments in the future and why.
(3). Individual work
Then Write down your answers to the questions listed in the form one by one.
Why are animals used in the experiments?
Are you on which side of them?
Which views do you agree with? Why?
Which views don’t you agree with? Why?
What other ways can you think of to solve the problem in the future?
(4). Individual work
Join your answers together to make a short passage. Divide them into several different paragraphs according to what you write about in each one. Read it through with your partners to make sure what should be corrected and improved.
(5). Class work
To make your essay read well, some useful words will help you a lot when your are writing an argumentative one. Read these words carefully, and choose to use some of them in your essay and then read it again to see what has changed.
比较说明常用词语：
similarly , the same as, similar to ,equal to, appear the same, both seem to, in the same way, in a similar way, in comparison with share…in common/ have….in common, compare …with…, be compared with, make a comparison between with… there are some similarities between…
对比说明常用词语：
nevertheless/nonetheless otherwise, whereas in contrast, on the contrary opposite to…, different from, on the other hand, have little/nothing in common there are some difference between…
举例常用词语：
for example/instance, as follows, such as, in particular in this case, one example is…and another example is… take ….as an example, the following examples will show that… there are many examples to show that….
表示总结的常用词语：
in a word, generally speaking, in my opinion, to sum up, on the whole ,
Homework:
Task 1. Experience the life in your hometown with heart, and find out what people are talking about heatedly. Write them down and choose one to write about. Before writing, interview some people’s views about it, and then judge which side you are on. Write a letter to the local government to show your opinions.
Task 2. Fill in the assessment form below:
Self-assessment
Learner log for unit 16 Class Name No:
In this unit, you’ve learned about scientists and experiments. How comfortable do you feel like practicing each of the skills below?
1=Not comfortable 2=Need more practice 3=Comfortable 4=Very comfortable
Skills Comfort level
Talk about science and scientists 1 2 3 4 General assessment
Learn how to give instructions 1 2 3 4
Study some rules of word formation 1 2 3 4
Use new words and expressions 1 2 3 4
Learn to write an argumentative essay 1 2 3 4
Reflection
What is the most important thing you have learned in this unit?
What do you think you did best in this unit?
What do you find the most difficult in this unit?
Where do you see the best improvement?
Where do you need to work hard?
Group assessment
姓 名
小组发言次数
全班发言次数
提出问题个数
解决问题个数
查找资料个数
与人合作次数
总体评价
Unit 16
Period 3 Reading
Benjamin Franklin’s Famous Kite Experiment
一，Teaching Aims:
1. To get to know something about the story of famous scientists.
2. To enable students to understand the given material better using different reading skills.
3. To have a better understanding about the importance of experiments in science.
二，Teaching Focus:
Students can understand the passage and do the experiment as Franklin did.
三，Teaching Aids: computer
四，Learning Procedures：
Step 1 Leading in
Do you know more about Benjamin Franklin? He performed his celebrated experiment with the kite in 1752. Today , let’s read about this great man.
Step 2 Reading
Individual work
Skimming: Read the material fast to find out the right picture about Franklin’s experiment.
Step 3: True or false
(1). In 1752 scientists already knew what electricity is.
(2). Franklin was helped by a friend to do the experiment.
(3). Franklin made the kite of silk because wet silk does not conduct electricity.
(4). A condenser was used in the experiment to store electricity.
(5). The key tied to the string was put into the door to stop the kite from flying away.
(6). The experiment can be done at any time.
(7). You can feel clear electric shock if you touch the string with your fingers after the kite is flying in the sky.
Step 4: Equipment :
a handkerchief made of silk ,two pieces of light wood,strings, a sharp piece of metal,
a key ,a silk ribbon
Step 5: Acting
Class work
There are seven steps for making a kite. Ss underline them and then draw a picture of the kite as the one made by Franklin.
Retell the steps of the experiment according to the following words.
Instructions:
1.the frame , by , light wood 2.tie , the corners , to ,cross 3.add , a tail, frame
4.tie, a string , the cross 5.tie, a piece of metal, stick 6.fasten, a key, string
7.tie , a ribbon, string
Step 6: Further understanding
Read through the passage to fill in the blanks in the form in pairs.
equipment usage
a kite
a key
a condenser
a sharp metal
strings
a silk ribbon
Step 7 : Discuss the following questions in groups:
(1). Why did Franklin do his experiment with a kite?
(2). Why the kite made of silk is better than the one made of paper?
(3). Is it dangerous for Franklin to do the experiment? Why do you think so?
(4). What can you learn from the experiment and also Franklin?
五， Homework:
Franklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. Make a dialogue in pairs between Franklin and his son .
六，Self-evaluation:
Unit 20 Archaeology
Ⅰ.Brief Statements Based on the Unit
Archaeological discoveries play an important part in the study of the history and culture of a country and at the same time can help us solve many mysteries.This unit mainly talks about two important archaeological discoveries:the King of Stonehenge in England and the Jinsha Ruins and the Sanxingdui Ruins Site in Sichuan Province.The discovery of the King of Stonehenge makes archaeologists think people in the Bronze Age had trade and cultural links with other parts in Europe.While the unearthed Jinsha Ruins again proved that it is likely that roots of Chinese culture are in Sichuan.They all have a historical significance on the study of the history and culture of the two countries.Besides,we need to review the use of “it”,especially when it is used in the subject position to stand for an infinitive or a clause.
Ⅱ.Teaching Goals
1.Talk about archaeological discoveries.
2.Express curiosity.
3.Review the use of “It”.
4.Create a flow chart.
Ⅲ.Background Information
1. Underwater Archaeology
The year was 1960.The eight team members were divers and scientists.The ancient wreck（船的残骸）was buried in the sands below the warm coastal waters off Turkey.Underwater archaeology was about to be born.
Archaeology is the study of ancient life,or how people lived thousands of years ago.The work of the archaeologist is to find and recover objects made by these ancient people and figure out how the objects were used.
The archaeologists on the team that found the ancient wreck usually worked on dry land.They knew the scientific methods used in dry-land archaeology.By adapting,or changing,these methods,the archaeologists could use them under water.After diving into the sea,the group used underwater cameras to take pictures of the wreck and its treasures.Next,they drew maps on plastic tablets to show where each object was located.Then,they used a tool that gently sucked the sand away from the treasures.Large objects were placed in baskets,which were brought up to the surface.Very heavy objects were pulled up with the aid of a balloon.
The recovered objects were put in a museum in Turkey.Archaeologists then brought the photos,drawings,and maps to the United States for further research.After seven years of study,the scientists learned that the wreck was 3 200 years old.
2.Spanish scientists dig up a monster of a bone
Spanish researchers digging in a semi-desert part of eastern Spain have found a bone from an animal more than 30 metres in length and weighing 50 tons.The upper leg bone measures 1.85 metres and weighs 150 kilograms.This indicated that it came from the equivalent of a male elephant.
Scientists believe the bone came from a Sauropod,a lizard-like dinosaur that lived from 145 to 65 million years BC.
If these guesses are confirmed,it would be the largest dinosaur discovered in Europe.
It could possibly be as big as a champion heavy weight like Argentinausorus,found in South America,which from the evidence of a foot and three ribs,was probably longer than 35 metres.
The four-legged Sauropods,which had tiny brains,vast stomachs and long necks and tails,are believed to have been vegetarians,eating large trees the way people crunch celery sticks.
Ⅳ.Teaching Time:Five periods
The First Period
Teaching Aims:
1.Learn and master the following words:
archaeology archaeological archaeologist curiosity decoration unearth spear artefact
2.Do some listening.
3.Learn to express curiosity.
Teaching Important Points:
1.Improve the students’ listening ability.
2.Train the students’ speaking ability by talking about archaeological discoveries and practising expressing curiosity.
Teaching Difficult Points:
1.How to improve the students’ listening ability.
2.How to finish the task of speaking.
Teaching Methods:
1.Looking at some pictures to arouse the students’ interest in archaeology.
2.Listening-and-answering activity to help the students go through with the listening material.
3.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
CStep Ⅰ Greetings
Greet the whole class as usual.
CStep Ⅱ Lead-in
T：As we all know,China is a country with an ancient civilization.It has a long history and brilliant culture.Do you know in what ways we can learn about its history and culture?
S1:Reading books.
S2:Watching TV.
S3:Learning from the teacher in class.
S4:Surfing the Internet.
…
T:Anything else?
Ss:No.
T:We can also go to the museum to visit the unearthed cultural relics,can’t we?
Ss:Yes.
T:Now,please look at the two pictures on the screen and tell me what you see in the pictures.
(Teacher shows the screen.)
S5:They are:terracotta warriors and horses and inscriptions on bones or tortoise shells.
T:You’re right.Terracotta warriors and horses is a symbol of the powerful Qin Dynasty,while inscriptions on bones or tortoise shells are embryonic forms of Chinese characters.The great archaeological discoveries play an important part in learning about China.
CStep Ⅲ Warming up
T:Today let’s talk about archaeology Unit 20 (Bb:Unit 20 Archaeology).Before talking,please look at the new words.
(Teacher deals with the new words with the whole class.)
T:OK.Now open your books and turn to Page 73.Look at the four pictures and tell us what you can see in each picture.
S6:I can see an axe in the first picture.It is a kind of tool used by people of the Stone Age.
T:Right.How about the second one?
S7:In the second picture is a bronze tripod,which is an ancient cooking vessel of that period.
T:Good.The third picture.Li Ping,try please.
S8:This is a painting on silk of the Han Dynasty.
T:Yeah.The last one?
S9:I think the last picture is a work of China made in the Tang Dynasty.
T:Anything else about the last picture?
S10:I guess it is made of tri-colored glazed pottery of the Tang Dynasty.
T:Well done.We know that the life of people is different during the different periods.Now let’s describe the life of people during the periods mentioned above.You can describe it according to the questions on the screen.
(Teacher shows the following on the screen.)
1.What did they eat?
2.Where did they live?
3.What did their homes look like?
4.What kind of tools did they use?
5.What objects have we found from their age?
6.What kind of entertainment did they have?
First discuss the questions with your partner,and then complete the chart at Page 73.A few minutes later,I’ll collect your answers.Is that clear?
Ss:Yes.
T:(Five minutes later.)Are you ready now?(Ss:Yes.)Now,let’s describe the life of people in the Stone Age together.
T and Ss:The people of the Stone Age ate wild fruits and animals.They usually lived in caves.They used bones of animals,fur and pottery to decorate their caves.The tools they used were mainly stones,sticks and bones of animals.They used bones of animals to make necklaces and bone pins.They were able to make jades.The entertainment for them was to shout and dance with rhythm together.
T:OK.Who’d like to describe the life of people in the Bronze Age,the Han Dynasty and the Tang Dynasty one by one like what we did just now?
Ss:…
Suggested answers:
Stone Age Bronze Age Han Dynasty Tang Dynasty
Food wild fruits, wild animals grain,wheat,rice,bean,domestic,animals,meat,broomcorn,millet wheat,rice,wine,vegetables,sugar pancake,tea,spinach,wine
Housing caves houses made of mud and straw houses made of bricks and tiles houses made of bricks and tiles palaces
HomeDecoration Bones of animals, fur, pottery, jade bronze mirrors,bronze jade silk,stone and brick statues, wood statues,frescoes china,pottery,jade,silk
Tools stones, sticks, bones, axes made of stone knives, sickles, axes, fishhooks iron objects,ploughs,hoes Quyuan ploughs,tools used to lift water by water-wheel
Artefacts necklaces made of bones,bone pins,pottery,jade bronze tripods and quadripods,textile,embroidery silk, paintings on silk, stone, brick and wood statues tri-colored glazed pottery of the Tang Dynasty,China
Entertain-ment shouting and dancing with rhythm singing,dancing,drinking wine playing the instruments acrobatic show having a swing,boat race,playing polo
T:We know there are many important discoveries from these different periods.Please look at the following four pictures.Can you tell us where they were unearthed and where we can go and see them?Discuss in groups of four.After a few minutes,I’ll ask some students to talk about them.Is that clear?
Ss:Yes.
(Teacher shows the four pictures on the screen.)
1 3
2 4
T:Liu Qian,talk about the first picture,please.
S11:…
Suggested answers:
Picture 1:The picture shows the serials bells of the Warring States,which was unearthed in Sui County of Hubei Province.If you want to see it,you can go to Hubei Province.
Picture 2:This is the famous Dunhuang frescoes,which lie in Dunhuang of Gansu Province.They were painted in the Tang Dynasty.We can go to Dunhuang of Gansu Province to enjoy them.
Picture 3:This is a skull of a Peking ape-man,living in the Stone Age.Archaeologists found it in Zhoukou of Beijing.We may go to the Chinese History Museum to see it.
Picture 4:This is a work of coloured pottery.The persons were performing acrobatics.It was made in the Han Dynasty and unearthed in Luoyang of Henan Province.Luoyang is the place where you can enjoy the work of coloured pottery.
CStep Ⅳ Listening
T:Now,let’s do some listening.Look at the Listening part at Page 74.Listen to the tape carefully and try to make a drawing of the tool.
(Teacher plays the tape for the students to listen for the first time.After that,give the students one or two minutes to draw it.If they have some difficulty with it,play the tape again and stop where there are important information related to the drawing.At last,check the drawing with the whole class.)
T:Good.Now,let’s go on with the exercises in Listening.Please listen to the tape again and then finish Ex.2 and 3 in turn.
(Teacher plays it again and gives the students enough time to write down some important information.Finally check the answers with the whole class.After that,let the students discuss Ex.4 in groups of four and check them.)
CStep Ⅴ Speaking
T:OK.In our daily life,we often come across the topic that we’re interested in and we’re anxious to get some information about it.In order to get some suggestions from others,how do you express your curiosity?Now, look at the screen.These are very useful expressions.You should remember them and use them freely.
(Teacher shows the following on the screen.)
I wonder what/who…
I really want to know…
I’m curious to…
I’d love to know…
I wonder if/whether…
What I’d really like to find out is…
I’m curious about…
I’d like to know more about…
(Teacher goes through the useful expressions with the whole class.)
T:Now,let’s listen to a dialogue between Student A and Student B.Student A talks about a topic he/she is interested in,while Student B gives suggestions.
(Teacher plays the tape for the students.After that,teacher says the following.)
T:Well,open your books and turn to Page 74.Look at Speaking.Please underline the sentences used to express curiosity.After a while.I’ll ask one of you to read out the sentences.Do you understand?
Ss:Yes.
T:(After a while)Have you finished?(Ss:Yes.)Any volunteer?
S12:I’d like to know more about…
I wonder what…
I’d love to know…
What I’d really like to find out is…
T:Quite right.Please practise the dialogue with your partner for a while.After that,I’ll ask some pairs to act out the dialogue before the class.Is that clear?
Ss:Yes.
(Several minutes later,teacher asks some pairs to act out the dialogue before the class.)
T:Thank your for your excellent performances.
CStep Ⅵ Practice
T:Now,let’s do some speaking practice.Work in pairs or groups and talk about archaeological finds,such as artefacts,tombs or unearthed towns.You can use the expressions we learnt just now to help you carry out the task of speaking.Five minutes later,I’ll ask some pairs to perform their dialogues before the class.
One possible dialogue:
A:Hi!Jack.Have you heard of the Sanxingdui Ruins Site?
B:Yes.It’s in Guanghan of Sichuan Province.
A:I want to know when it was discovered?
B:In the spring of 1929.
A:Can you tell me who found it?
B:Yes.It’s a farmer’s son who found it.
A:I’m curious about how he found it.
B:He found it by chance.When he and his father were working in the field,he dug up a round piece of jade.Then they found a hole filled with more than 400 jade objects.
A:Oh,so strange!What I’d really like to know is what effects its discovery will have on the study of Chinese history and culture.
B:I think it must have important effects.It is said that it has become one of the cultural relics of the world.
A:Great!I’d like to know more about it.
B:You can surf the Internet or go to visit it yourself.
CStep Ⅶ Summary and Homework
T:In this class,we’ve talked about archaeological discoveries and learnt about the life of people during the different periods.We’ve also done some listening practice and speaking practice.In the Speaking part,we’ve mainly learnt to express curiosity using the useful expressions.These expressions are:I wonder what/who…I’m curious to…I wonder if…(Teacher writes them on the blackboard.)After class,practise them more.Besides,remember to prepare for the next period.OK.That’s all.Class is over.
CStep Ⅷ The Design of the Writing on the Blackboard
Unit 20 Archaeology
The First Period
Useful Expressions:
I wonder what/who…
I really want to know…
I’m curious to…
I’d love to know…
I wonder if/whether…
What I’d really like to find out is…
I’m curious about…
I’d like to know more about…
CStep Ⅸ Record after Teaching
The Third Period
Teaching Aims:
1.Review some new words appearing in the last period.
2.Review the use of “It”.
Teaching Important Points:
1.Review the words used as a noun or a verb appearing in the reading passage and learn to complete sentences with their correct form…
2.Master the use of “It”.
Teaching Difficult Point:
The usage of “it” used in the subject position to stand for an infinitive or a clause,especially in the following sentence structure:
It is said/believed/reported/thought/known…that…
Teaching Methods:
1.Revision to help the students consolidate the words learnt in the last period.
2.Practise to help the students review the use of “It”.
3.Pair work or individual work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
CStep Ⅰ Greetings
Greet the whole class as usual.
CStep Ⅱ Revision
T:In the last period,we read a passage about the King of Stonehenge.Have you remembered anything about it?Who can retell the text briefly?
S1:Let me try.On May 3,,archaeologists found a grave of a man in England.Buried with him were some tools…
T:Very good.Thank you for your performance.
CStep Ⅲ Word Study
T:In the reading passage we’ve learnt,there are some words which mean the same as the definitions I’ll give you.Now,listen to me carefully and then find the words and read them out.One student,one word.Is that clear?
Ss:Yes.
T:OK.Let’s begin.No 1:the ruler of an empire,higher than a king.
S2:Emperor.
T:Yes.No 2:the clothes that people wear.
S3:Clothing.
T:Good.No 3:a long stick with a sharp point,used as a weapon.
S4:Arrow.
T:No.Think it over.
S5:Knife.
T:Yes.Let’s go on.It means a deep round bowl used for cooking.Which word is it?
S6:I think the word is “pot”,isn’t it?
T:Yes.No 5:a thin weapon that you shoot with a bow.
S7:Arrow.
T:Right.The last one:the amount of space between two places.
S8:The word should be “distance”.
T:Very good.Now,please look at the screen.These words can be used as a noun or a verb.Can you say their meanings in Chinese?(Teacher shows the screen and let the students speak together.Meanwhile,give answers on the screen.)
T：Now,let’s do an exercise.Open your books at Page 77.Look at Ex.2 in Word Study.Complete the sentences with their correct form and change them into Chinese.I’ll give you a few minutes to prepare.After that,I’ll ask some students to do them.
T:OK.Time is up.Have you finished?
Ss:Yes.
T:Well.The first one.Any volunteer?
S9:The first blank should be filled in “date” used as a noun,while the second should be filled in “dates” used as a verb.Its Chinese meaning is:日期是5月3日，考古学家在英格兰发现了一个男人的坟墓，此墓的历史可追溯到公元前大约23。
T：Very good.The second one?
S:…
Suggested answers:
1.dress;dressed
她喜欢黑颜色的裙子。她总是穿着黑色的衣服。
3.found;find
去年，考古学家发现了一个男人的坟墓，最令人感到惊奇的发现物就是两只金耳环。
4.transported;transport
没有人知道这些巨大的石头是怎样经过这样的一段距离被运输过来的，有人说可能是外星人帮助了他们。
5.trade;traded
中西方国家之间的贸易有着悠久的历史。他们用珠宝和医药换取中国的茶叶和丝绸。
6.pins;pin
我正在寻找一些钉子。我想把这幅漂亮的画钉在墙上。
CStep Ⅳ Grammar
(Teacher shows some sentences on the screen.)
T:Do the sentences A and B in each pair have the same meaning?
Ss:Yes.Both of the two sentences in each pair have the same meaning.
T:Are there any differences?Who’d like to try the first pair?
S10:The subject of Sentence A is an infinitive phrase,while that of Sentence B is “It”.In Sentence B,“It” is used in the subject position to stand for the infinitive phrase.The reason why the sentence is written like that is that we want to keep the balance of the sentence.Am I right?
T:Yes.you’re right.Sentence B is more usual in everyday English.The second pair,Li Ping,try please.
S11:In Sentence A,the subject is a that-clause,while the subject of Sentence B is “It”,which is used in the subject position to stand for a clause.
T:Very good.The sentence structure “It is+adj.+an infinitive/a clause”is very useful in learning English.(Teacher writes the sentence structure on the blackboard.)Can you make a sentence with the sentence structure?
S12:Let me try.It is dangerous to go out alone at night.
T:Good.Wang Wei,make a sentence with the structure.
S13：It is natural that a child should love its mother.
(Teacher writes the two sentences the students made on the blackboard.)
T:Well done.Now.let’s do an exercise.Turn to Page 78 and look at Ex.1 in Grammar.Rewrite the following sentences using “it”.Five minutes later,I’ll check your answers.
Suggested answers:
1.It is a great honour for me to be able to join in the archaeological research project.
2.Thanks to modern technology,it is possible to find out more facts about the man buried in the grave.
3.It is still unknown whether the man organised the construction of Stonehenge.
4.It is a mystery how early men constructed Stonehenge without the use of modern technology.
T:You all did very well.Now,please look at the screen.
(Teacher shows the following on the screen.)
In this pair,Sentence A and Sentence B have the same meaning.Sentence A includes a very useful sentence structure.Do you know what it is?
Ss:Yes.It is:It be+p.p.+that-clause.
(Teacher writes it on the blackboard.)
T:Look at the blackboard,please.Here “It”is also used in the subject position to stand for a clause,but it is different from what we reviewed just now.Is that so?
Ss:Yes.
T:The sentence pattern “It be+p.p.+that-clause”can often be changed into the sentence structure “People+vt.+that-clause”.The past participles used like that in the sentence structure are: reported, believed, thought, proven, known, hoped, suggested, etc.
(Teacher writes them on the blackboard.)
T:Are you clear about that?
Ss:Yes.
T:OK.Let’s do Ex.2 at Page 78.First do them by yourself,then check your answers with your partner.After a while,I’ll ask some of you to read out your sentences.
Suggested answers:
1.It was said that it was an important archaeological discovery.
2.It was reported that this man had been called the King of Stonehenge.
3.It is believed that the two gold earrings found on the man are the oldest gold ever found in Britain.
4.It is thought that European culture and techniques were brought to Britain through trade instead of war.
5.It has been proven that the copper knives came from Spain and Western France.
6.It is unknown to us how these huge stones were transported over a distance of 380 kilometres.
CStep Ⅴ Consolidation
T:Now,please look at the screen.Translate the sentences into English using “it”.
1.据报道，数十名儿童在事故中死亡。
2.电脑有可能取代人的位置吗？
3.核对这些实验的结果是重要的。
4.处理这样的问题，对你来说是困难的。
5.独自一人去海里游泳是危险的。
6.众所周知，中国是一个文明古国。
Suggested answers:
1.It was reported that dozens of children died in the accident.
2.Is it possible that computers can take the place of human beings?
3.It is important that the experiment result should be checked.
4.It is difficult for you to deal with such a problem.
5.It is dangerous to go to swim in the sea alone.
6.It is well known that China is a country with an ancient civilization.
CStep Ⅵ Summary and Homework
T:In this class,we’ve reviewed some new words appearing in the last period,especially some words used as noun or verb.We’ve also reviewed the use of “it”,which is used in the subject position to stand for an infinitive or a clause.After class,you need to do more exercises to consolidate what we’ve reviewed about the use of “it”.Besides,prepare for the next period.That’s all.See you tomorrow!
Ss:See you tomorrow!
CStep Ⅶ The Design of the Writing on theBlackboard
Unit 20 Archaeology
The Third Period
Grammar:The use of “It”
Ⅰ.It is+adj.+an infinitive/a clause.
e.g.It is dangerous to go out alone at night.
It is natural that a child should love its mother.
Ⅱ.It be+玴.p.(said,reported,believed,thought,proved,known,hoped,suggested,etc.)+that-clause.
(=People say/report/believe/think…that-clause.)
CStep Ⅷ Record after Teaching
The Fourth Period
Teaching Aims:
1.Learn and master the following:
root,ivory,jade,site,climate,mask,accompany,warmly,precious,triangle,dig up,remind…of,belong to
2.Review the language points and the use of “It” in this unit.
3.Train the students’ integrating skills,especially writing skill.
Teaching Important Points:
1.Useful expressions:
dig up,remind…of,belong to
2.Learn to create a flow chart.
Teaching Difficult Points:
1.How to help the students understand the passage better.
2.How to create a flow chart.
Teaching Methods:
1.Revision to help the students consolidate the language points of this unit.
2.Fast reading and careful reading to help the students understand the passage exactly.
3.Discussion to help the students finish the task of writing.
4.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
CStep Ⅰ Greetings
Greet the whole class as usual.
CStep Ⅱ Revision
T:Yesterday we reviewed the use of “it”,especially its usage used in the subject position to stand for an infinitive or a clause.Now,please look at the screen.I’ll see whether you’ve mastered it.After a while,I’ll collect your answers.
(Teacher shows the following on the screen.)
Complete the sentences,paying attention to the use of “it”.
1.______(据说)that this book has been translated into many different languages.
2.______(很可能)that your team will win.
3.______（很遗憾）that he can’t pass the English test.
4.It is important ______（我们学好英语）.
5.______(直到250年后)that they formed a single state.
6.______(是1990年)that I graduated from the university.
Suggested answers:
1.It is said
2.It is possible/likely
3.It’s a pity
4.for us to learn English well
5.It was not until 250 years later
6.It was in 1990
T:You all did a good job.Please look at the fifth and the sixth sentence on the screen again.Tell me the use of “it” in the two sentences.Any volunteer?
S1:Here “it” is used for emphasis.
T:You’re right.The two sentences are emphatic construction,emphasizing adverbials of time“not until 250 years later”and “in 1990”.The emphatic construction is:It is/was…that/who…This structure can be used to emphasize almost any part of the sentence.(Bb:It is/was…that/who…)
Can you give another example?
S2:It was in the street that I saw Li Ping yesterday.
T:Very good.If we emphasize the subject,the object or the adverbial of time,how should we rewrite your sentence?Who can try?
S3:If we emphasize the subject of the sentence,we should say “It was I who saw Li Ping in the street yesterday”.The sentence “It was Li Ping that I saw in the street yesterday.”is used to emphasize the object.If emphasizing the adverbial of time,we should say “It was yesterday that I saw Li Ping in the street”.Am I right?
T:Yes,you’re quite right.
CStep Ⅲ Reading
T:OK.So much for revision.China is a country with a long history.It has brilliant culture of about 5 000 years.Do you know roots of Chinese culture?
Ss:We don’t know.
T:Now,let’s read a passage about roots of Chinese culture.First,let’s deal with the new words appearing in the text together.
(Teacher deals with the new words with the whole class.)
T:OK.Open your books at Page 78.Please read the passage quickly and answer the questions on the screen.(Teacher shows the following on the screen.)
1.Why did Jinsha village became famous all over China in ?
2.How did Sanxingdui first discovered?
(A few minutes later,teacher checks the answers.)
T:Who’d like to answer the first question?
S4:Because archaeologists discovered more than a thousand cultural relics,including gold,jade,bronze and stone objects as well as nearly a ton of ivory.These will serve as the important materials for the study of local geography,climate and environment in ancient times.
T:Anything else?
S5:Because many of the relics there look very much like those found at Sanxingdui.Archaeologists now think that the Jinsha Ruins may have been the political and cultural centre of the ancient Shu Kingdom,which moved from Sanxingdui to Chengdu about 3 000 years ago.
T:Very good.The second one,any volunteer?
S6:In the spring of 1929,a farmer in today’s Nanxing Town was working in the fields when his son dug up a round piece of jade.They found a hole filled with more than 400 jade objects.
T:You’re right.Now,read the whole passage carefully again and then answer some detailed questions on the screen.
(Teacher shows the questions on the screen.)
1.Who was the first to discover the Jinsha Ruins and when?
2.Before the Jinsha Ruins was found,archaeologists believed how long the history of Sichuan was?
3.Since 1929,what have been unearthed in Sanxingdui Ruins Site?
4.What do archaeologists hope to discorer in the future?
T:(Some minutes later.)Are you ready?
Ss:Yes.
T:OK.Who’d like to answer the first question?
S7:On February 8,2001,construction workers from a local company found ivory and jade in the mud when they were building road there.
T:Good.The second one,Who can try?
S8:Before the discoveries in the Jinsha Ruins,it was believed that Sichuan only had a history of about 2 300 years.
T:OK.How about the third one?
S9:Since 1929,more than 10 000 relics dating back to between 5000BC and 3000BC have been discovered.53 holes were dug up and over 1 200 pieces,including bronze and gold masks,bronze objects and images,jade and ivory had been found.
T:Well done.The last one,Zhang Jun,please.
S10:They hope to discover some of the mysterious palaces,tombs of kings and bronze and jade workshops.
T:A good job!You’re all very careful.Now,please look at the screen.There are some useful expressions to master.(Teacher shows the screen.)
1.The photo reminds me of childhood.
2.At the Jinsha Ruins,archaeologists dug up many precious relics.
3.The house doesn’t belong to me.
4.It looks like rain.
5.He must have been there before.
6.They may not have caught the train.
(Bb:remind…of,dig up,belong to,look like,must have done,may have done)
T:Now,you’re familiar with the reading passage.Next,let’s look at the picture.
(Teacher shows the picture on the screen.)
This is a precious bronze statue,which was unearthed in the Sanxingdui Ruins Site.Please enjoy it for a while.(Teacher gives the students two minutes to enjoy it.)
CStep Ⅳ Writing
T:OK.So much for reading.Archaeological discoveries play an important part in learning about the history and culture of a country,so everyone has the duty to protect them after they are unearthed.Stealing cultural relics is illegal by law.As a citizen,what should we do to protect our country’s relics?Talk about it in groups of four.After a while,I’ll ask some students to report their results.Is that clear?
Ss:Yes.
T:(After a few minutes.)Are you ready?(Ss:Yes.)OK.Wang Li,tell us what you’re going to do to protect our country’s relics?
S11:Observe the law about the preservation of cultural relics.If we find someone stealing cultural relics.We should call the police at once.
T:Good.Anything else?
S12:Learn about cultural relics.
T:Yes,you’re right.Now,imagine you have discovered some old things under the ground,what should you do to protect them?Please create a flow chart showing the things you should do and the things you should not do.Before creating your flow chart,please turn to Page 80.Study the flow chart on the left and the tips on the right with your partner.Then try to create your own chart.After a few minutes,I’ll collect your charts.Let’s see who creates it best.Do you understand?
Ss:Yes.
A suggested flow chart:
CStep Ⅴ Summary and Homework
T:In this class,we’ve reviewed the use of “it” by doing exercises.We’ve also read a passage about roots of Chinese culture and learnt some useful expressions.After class,you should do more exercises to consolidate what we’ve learnt in class.As cultural relics are very important in learning about the history and culture of a country,we must protect them.In this class,we’ve learnt to create a flow chart to tell everyone what we should do and should not do.Up to now,we’ve finished the whole unit.Can you find some words used to described archaeological discoveries?After class,please finish the homework.At last,review all the language points of this unit.So much for today.Class is over.
c
CStep Ⅵ The Design of the Writing on theBlackboard
Unit 20 Archaeology
The Fourth Period
Ⅰ.The use of “it”used for emphasis
It is/was…that/who…
Ⅱ.Useful expressions:
remind…of,dig up,belong to,look like,must have done,may have done
CStep Ⅶ Record after Teaching
The Fifth Period
The Use of “It”
Teaching Aims:
Revise and sum up the use of “it”.
Teaching Important Point:
Master the use of “it”,especially the emphatic use and the use as a preparatory subject or a preparatory object.
Teaching Difficult Point:
How to master the use of “it”correctly.
Teaching Methods:
1.Having a little quiz to revise the common use of “it”.
2.Inductive method to go through some important sentence patterns with “it”.
3.Practice to consolidate the use of “it”.
Teaching Aids:
1.a projector and some slides
2.the blackboard
Teaching Procedures:
CStep Ⅰ Greetings
Greet the whole class as usual.
CStep Ⅱ Test
T:In the last two periods,we revised the use of “it”.Now let’s have a test.(Teacher shows the following on the screen.)
Tell what the word “it” refers to and its functions:
1.It’s difficult to remember all their names.
2.It’s very quiet in the cafe.
3.It rained for three days.
4.He made it clear that he didn’t want to speak to me.
5.It was nice seeing you.
6.It was on Tuesday that Mrs Smith came.
7.It’s three miles to the nearest garage.
8.A tall man stood up and shook hands.It was Captain Lawie.
9.I hear you bought a new bike.Can you show it to me?
10.It was five o’clock when we got back home yesterday.
T:Now I’ll give you three minutes to write down your answers on a piece of paper.Then let’s check the answers together.
(Ss can exchange their papers for comment and correction.)
Suggested answers:
1.a preparatory subject for an infinitive
2.refer to the present situation
3.refer to weather
4.a preparatory object
5.a preparatory subject for an “-ing” form
6.emphasize the adverbial of time
7.refer to distance
8.refer to a person when we are identifying somebody(saying who somebody is)
9.refer to the word “bike” mentioned earlier
10.refer to time
CStep Ⅲ Revision and Induction
T:Well done.You are already familiar with the common use of “it”.Next,let’s revise some important sentence patterns.Now,let’s do an exercise.Look at the screen.
Complete the sentences,paying attention to the structures of them and the use of “it”.
1.______(据报道)that dozens of children died in the accident.
2.______(真遗憾)that he can’t swim at his age.
3.______(很可能)that they will beat us tonight.
4.______（看来）that he enjoys pop songs very much.
5.______（仍然是一个问题）when we shall have our sports meet.
6.______(还不确定)whether he can attend this conference or not.
7.______（不要紧/没关系）whether we go together or separately.
8.It’s up to you ______（决定是否接受这项工作）。
9.It is important ______（我们学英语）.
10.It is kind ______（你们帮助我）.
11.It took me five days ______（解决这个问题）.
12.It’s no use ______（与她争论）.
T:Now please work in pairs to do it and you can write down the answers on a piece of paper.Then I’ll check your answers.(If necessary,teacher may give some explanations.)
Suggested answers:
1.It was reported…
［It be+p.p.(known,thought,told,believed,hoped…)+that-clause］
2.It is a pity…
［It be+n.(an honour,a good thing,a fact,a surprise…)+that-clause］
3.It is likely…
［It be+adj.(wonderful,true,important,surprising,clear…)+that-clause］
4.It seems…
［It seems/appears/happens+that-clause］
5.It is still a question…
［It be+n.+wh-/how-clause］
6.It is uncertain…
［It be+adj.(not decided,uncertain)+wh-/how-clause］
7.It doesn’t matter…
［It doesn’t matter(It’s no wonder;It doesn’t make too much difference…)+wh-/how-clause］
8.…to decide whether to take the job or not
［It’s up to sb.to do sth.］
9.…for us to learn English
［It be+adj.(difficult,easy,hard,important…)for sb.to do sth.］
10.…of you to help me
［It be+adj.(kind,nice,brave,clever,stupid…)of sb.to do sth.］
11.…to solve the problem.
［It takes(took)sb.…to do sth.］
12.…arguing with her
［It’s no use(no good,useless)doing sth.］
(Teacher writes the structures on the Bb one by one while checking the answers.)
T:Look at the blackboard now.In all these structures,“it”is used as preparatory subjects.Can you tell me the real subjects in them?
Ss:Yes.Infinitives,-ing forms and clauses.
T:Quite right.You should remember and often use these structures.Besides,“it” can be used in some other structures to express “time”.Let’s do another exercise on the screen.
Complete the sentences
1.______(已经有三年了)since his father passed away.
2.______(不久)the police arrived.
3.______(已经八点了)when we got home.
4.______（该……的时候了）she wrote a letter to her boyfriend.
5.______(这是第一次)that these Europeans have visited the Great Wall.
6.______（我们该）to go to school.
(Ss prepare first.Then teacher checks the answers and sums up the structures with the whole class.At the same time,teacher writes the structures on the blackboard.)
Suggested answers:
1.It is/has been three years…
［It be+some time+since…］
2.It was not long before…
［It be(not)+long(days,weeks,months…)before…］
3.It was already eight o’clock…
［It be+definite time+when…］
4.It is(high)time(that)…
［It be(high)time+(that)…］
5.It is the first time…
［It be+the first(second,third…)time+that-clause］
6.It is time for us…
［It be time for sb.to do sth.］
T:Well,we also know that “it”can be used as an preparatory object.Let’s do an exercise.Look at the screen.
Rewrite the following sentences,using“it”as a preparatory object.
1.To make others laugh is difficult.(I found…)
2.To help him is my duty.(I consider…)
3.That we should keep calm is important.(I think…)
4.That he objected to the proposal is clear.(I made…)
T:Now I want some of you to rewrite the sentences one by one.Li Hao,the first one.
S1:I found it difficult to make others laugh.
T:The second one,Wang Hua.
S2:I consider it my duty to help him.
T:…
S3:I think it important that we should keep calm.
S4:I made it clear that he objected to the proposal.
T:Well done.From these sentences,we know that the commonest structure with “it” as a preparatory object is “subject+vt.+it+adj./n.+to do sth./that-clause.Some verbs like “find,feel,think，consider,make”are often used in this structure.Are you clear about it?
Ss:Yes.
(Bb:subject+vt.+it+adj./n.+to do sth./that-clause)
T:Well,besides the use as a preparatory subject or object,we all know “it” can be used to give special emphasis to almost any part of a sentence except the verb.Can you tell me the emphatic structure?
Ss:Yes.It is “It be+the emphasized part+who/that…”.
(Teacher writes the structure on the blackboard.)
T:Quite right.Now let’s look at the screen and do another exercise.(Teacher shows the following on the screen.)
Correct mistakes if there are any.
1.It is he that I want to see.
2.It is I who is leaving for London next week.
3.It was on Tuesday when Mrs Smith came.
T:Who’d like to do the first one?Any volunteer?
S1:Let me try,“him” should be used instead of “he”,because the emphasized part is an object.
T:Quite right.The second one?
S2:“is” after “who” should be replaced by “am” to agree with “I” in person and number.
T:…
S3:“when” should be replaced by “that” to give special emphasis to the adverbial of time.
T:You are all right.You’ve mastered this sentence structure very well.Now I will show you some other sentences.(Teacher shows them on the screen.)
1.It is my turn.
2.Let’s call it a day.
3.If the teacher sees you doing that,you will catch it.
4.Go ahead,we’ll make it in the end.
5.-I will study hard in the future.
-That’s it.
6.Take it easy.
T:Now please look at the sentences on the screen.I’d like you to translate them into Chinese.Any volunteer?
S1:轮到我了。
S2:今天就到这里吧。
S3：如果老师看到你这么做，你就会挨批评。
S4：继续干吧，我们最终会成功的。
S5:-今后我会努力学习的。
-这就对了。
S6：别着急。
T：Very good.We can see in these sentences,“it” has no special meaning.Is that clear?
Ss:Yes.
T:Well,now let’s do more exercises to further master the use of “it”.
CStep Ⅳ Practice
(Teacher shows the following on the screen.)
Choose the best answers:
1.Is______necessary to complete the design before National Day?
A.this B.that C.it D.he
2.She heard a terrible noise,______brought her heart into her mouth.
A.it B.which C.this D.that
3.Tom’s mother kept telling him that he should work harder,but ______didn’t help.
A.he B.which C.she D.it
4.______is a fact that English is being accepted as an international language.
A.There B.This C.That D.It
5.I hope there are enough glasses for each guest to have______?
A.it B.those C.one D.them
6.-Why don’t you take a little break?
-Didn’t we just have ______.
A.that B.this C.one D.it
7.I don’t think ______ possible to master a foreign language without much memory work.
A.this B.that C.its D.it
8.-He was nearly drowned once.
-When was ______?
-______was in when he was in middle school.
A.that;It B.this;This C.this;It D.that;This
9.The weather turned out to be very good,______was more than we had expected.
A.what B.which C.that D.it
10.Was ______ that I saw last night at the concert?
A.it you B.not you C.you D.that yourself
(Teacher gives the Ss some minutes to prepare,then checks the answers with the whole class.)
Suggested answers:
1~5 CBDDC 6~10 CDABA
CStep Ⅴ Summary and Homework
T:In this class,we revised the use of “it” by doing some exercises,especially the use as a preparatory subject or object and the emphatic use of “it”.After class,you should practise more and try to use the sentence structures on the blackboard.Are you clear about it?
Ss:Yes.
T:So much for today.Bye.
Ss:Bye.
CStep Ⅵ The Design of the Writing on theBlackboard
Unit 20 Archaeology
The Fifth Period
The Use of “it”
Ⅰ.Preparatory Subject
1.It be+p.p./n./adj.+that-clause
2.It seems/appears/happens+that-clause
3.It be+n./adj.+wh-/how-clause
4.It doesn’t matter(It’s no wonder…)+wh-/how-clause
5.It’s up to sb.to do sth.
6.It be+adj.+for/of sb.to do sth.
7.It takes sb.…to do sth.
8.It’s no use doing…
Ⅱ.Structures to express “time”
1.It be+…+since…
2.It be(not)+long(days,weeks…)+before…
3.It be+…when…
4.It be (high)time(that)…
5.It be the first(second…)time+that-clause
6.It be time for sb.to do sth.
Ⅲ.Preparatory Object
Subject+vt.+it+adj.+to do sth./that-clause
Ⅳ.The Emphatic Use
It be+…+who/that…
CStep Ⅶ Record after Teaching
Ⅰ.Brief Statements Based on the Unit
This unit provides the students good English language materials.Their interest in creating something useful will be aroused.In the first period,we’ll begin with how the students come to school.Then problems such as flat tyre will come up.In order to solve the problem,we’ll see a new type of bicycle and other new inventions.While talking about them,the students’ speaking ability will be improved.Listening is about two men,who want patents.After listening to it,the students will improve their listening ability.And students will practise how to express and support an opinion in the speaking part.In the second period,the text will be dealt with.The students’ interest of creation will be greatly aroused.Students will improve their reading ability as well as master the useful words and expressions.In the third period,some useful words and expressions will be mastered by the students after they finish the exercises.Also,the Attributive clause is reviewed in this period.In the last period,students will learn some useful words and expressions from the reading passage.And the students are asked to write an article describing a computer to improve their writing ability.After Ss study the whole unit,their abilities to listen,speak,read and write will be improved.
Ⅱ.Teaching Goals
1.Talk about inventions.
2.Practise expressing and supporting an opinion.
3.Review the Attributive Clause.
4.Write a process essay.
Ⅲ.Background Information
1.Practical Computer English
Cannot open list file(不能打开清单文件)
Cannot open run file(不能打开运行文件)
Compare process ended(比较处理结束)
Compare more files(Y/N)(还作文件比较吗？)
Copy complete(拷贝完成)
Copy another(Y/N)（还要拷贝另一个吗？）
Under finded line number(未定义行号)
Directory entries adjusted(目录页已调整)
Disk boot failure(磁盘自举失败)
Disk not compatible(磁盘不兼容)
Data record too large(数据记录太大)
Entry error(登记项错误)
Error loading operating system(装入操作系统的错误)
File sharing conflict(文件共享的冲突)
Files are different sizes(文件大小不同)
Files compare OK(文件比较成功)
Incorrect parameter(参数不正确)
Insufficient disk space(磁盘空间不足)
Insufficient memory(内存空间不足)
Can’t continue(不可能继续)
Device fault(设备故障)
Device I/O error(I/O设备错)
Device timeout(设备超时)
Disk full(磁盘满)
Disk write protect(磁盘写保护)
Disk not ready(磁盘没准备好)
Division by zero(除数为零)
Duplicate definition(重复定义)
File already exists(文件已经存在)
File already open(文件已打开)
File not found(文件没找到)
FOR without NEXT(For语句中没有对应的next语句)
Illegal direct(非法的直接使用)
Illegal function call(非法函数调用)
Incorrect DOS version(不正确的DOS版本)
Internal error(内部错误)
out of data(数据不够)
out of memory(超内存)
out of paper(打印纸不够)
overflow(溢出)
Path not found(路径没找到)
String too long(字符串过长)
Subscript out of range(下标范围不够)
Syntax error(句法错误)
Too many files(文件过多)
Type mismatch(类型不匹配)
Access denied(存取被拒绝)
Backup file sequence error(后备文件顺序错误)
Bad or missing command interpreter(非法的或缺少命令解释程序)
Bad partition table(非法的区分表)
Bad unit(非法的装置)
Batch file missing(批处理文件丢失)
Cannot execute FORMAT(不能执行FORMAT)
Cannot find system files(找不到系统文件)
Cannot open overlay(不能打开覆盖段)
2.TV of the Future
Where is television going from here?Television,the box itself and what it does,is changing greatly.While nobody is really sure what it’s going to look like,TV and the Internet are coming silently together.In the old days of broadcasting,people used to say that the real miracle(奇迹)of television was turning air into money.The television miracle of the future is interactive(相互影响的).
“The Internet is the most significant change in creating what becomes the next mass media that I think any of us will experience in our lifetime,”says Tom Frank,a network expert.Using unused lines in the TV spectrum(范围),broadcasters are learning how to put brand-new interactivity into TV programs.There will be a little instrument that will indicate that interactivity is present and possible.Then,just will a standard remote control like this you would be able to press one button and say,start that interactivity.A menu would appear,similar to the one on a web site,that would let you interact with the program as it was being broadcast.If you are watching a cooking show,for example,you can print the recipe(烹饪法)or even pause the show and buy the ingredients.Many web sites do exist now where you can actually get your food shopping done for yourself and delivered to your house.So you can order the very ingredients for the dish you are watching the chef make on TV.And it will bring the right quantity of things directly to your house.
You could also interact with TV commercials.While you’re watching a commercial,you have the choice to buy the clothes the actors are wearing.Of course,the more you interact with this new sort of TV,the more you leave a digital record,and the more advertisers learn about your shopping habits.In fact,TV ads might be targeted at this special group of people who share a common interest.In the future,almost anything might be possible.Even news programs like World News Tonight could be improved.You could have the choice of changing camera angles.If you wanted,you could pause what a reporter is saying and go back to World News Tonight to watch the next story,or skip to the last story in the show,or perhaps go deeper into a topic and view an interview prepared for Nightline later on.In the near future,you’re expected to see television develop to become more like the Internet,meaning more choice,the ability to do the sorts of things you want to do at the moment you wish to do them.
Ⅳ.Teaching Time:Five periods
The First Period
Teaching Aims:
1.Improve the students’ listening ability.
2.Talk about some topics about inventions and practise supporting an opinion.
3.Learn and master some useful words and expressions.
Teaching Important Point:
Train the students’ listening and speaking abilities by talking about and listening to some materials.
Teaching Difficult Points:
1.How to help students to improve their listening ability.
2.How to help the students to learn to express and support an opinion.
Teaching Methods:
1.Discussion to make students talk about inventions.
2.Individual or pair work to make students practise their speaking ability.
3.Listening practice to improve the students’ listening ability.
Teaching Aids:
1.the multimedia
2.the blackboard
3.some cards
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Warming-up and Discussion
T:(Walk to one student.)How do you come to school every day,Wang Jing?
S:I come to school on foot every day.My home is quite near.It only takes me about ten minutes.
T:That’s quite convenient.You’re lucky.And,Li Fang,how about you?
S:I come to school by bike.It takes me about 15 minutes to get to our school.
T:You must be careful on your way to and from school.There must be many people on the road.Do you think it convenient?
S:Most of the time it is,but sometimes my bike has a flat tyre.I have to get it repaired and therefore I’ll be late for school.Once I even lost my bike.When I went to get it,it was gone.I had to take a taxi to go home and buy another bike.
T:I’m sorry to hear that.But suppose a new type of bike has been invented,what do you want it to be like?
S:I think the new type of bike can be folded up and carried about so that it will not be stolen.
T:Good idea.But this is not very convenient.It’s not easy for you to carry a bike around,is it?
S:No,it isn’t.What should it look like then?Please tell us.
T:OK.Let’s watch the short video.
(Play the video for explaining how an inflatable bicycle works.)
T:That’s the new type of bike.It’s a kind of inflatable bicycle.Who can tell us the advantages of it?
S:Let me have a try.We’ll not have to worry about having our bikes stolen again.Because we can let the air out and put the bike in bag.It’s very convenient to be carried around since it is not heavy.
T:Very good.I think I’ll buy one when it is on sale.We know that inventions can make our life easier and better.Today we’ll talk about some inventions.
(Stick the pictures of electric shoes,inflatable bicycle,edible chopsticks and nose-top computer on the blackboard and then mark one,two,three and four.)
① ②
③ ④
T:Look at these pictures,please.Do you know what they are?Li Jie,will you have a try?
S:I think the second invention is the inflatable bike that we’ve just talked about.In the third picture,the man is eating the chopsticks after his meal.I guess these chopsticks are edible ones.I’m not sure about the others.
T:Good.You’re right.The second one is the inflatable bicycle.(Bb:inflatable bicycle)and the third are edible chopsticks.(Bb:edible chopsticks)They’re delicious and environmentally friendly. We can save some trees and have a snack at the same time.They come in five different flavours. You will never need to wash chopsticks again.Isn’t this wonderful?
S:Yes,it’s great.But,Miss Guo,maybe we could invent edible plates,bowls,cups and so on.
T:Oh,you’re great!I’m sure you have got a wonderful idea.Maybe one day you can invent such things.Study hard and you’ll be an inventor in the future.Now,let’s look at the first picture.Who knows what it is?
S:I think it is a special kind of shoe which can make electricity.If we wear such shoes,we can see the road in dark places.We needn’t take a flashlight with us any more.
S:I don’t quite agree with you.Maybe this shoe can make you feel warm using the electricity it makes.
T:You both are very clever.This is called the electric shoe.(Bb:electric shoe)The heel of this shoe is a machine that makes electricity with every step you take.You will never need batteries again.But maybe you have better ideas about how to make use of the electricity it makes.If you like,you could have a try to make your own invention in your spare time.Now,let’s look at the fourth picture.Does anybody have an idea?
S:It looks like a computer which is fixed onto the man’s nose.And the keyboard is on his vest.I can’t believe it.
T:Yes,you’re quite right.This is called the nose-top computer.(Bb:nose-top computer)This new nose-top computer weighs less than a pair of glasses.It fits comfortably on your nose.When you want to type something you can use the keyboard vest.You will never have to carry a heavy laptop computer.These inventions are all wonderful.But which of them do you think would be useful?Please have a discussion in groups of four and tell us why you think so.
(Ss have their discussions in groups of four for about five minutes.Teacher may ask one group to act out their discussion or report their results.)
Sample dialogue:
A:I think the inflatable bicycle would be useful.Because it’s convenient to carry and we needn’t worry about having our bikes stolen.
B:That’s quite true,but I think the edible chopsticks are useful.Because it not only saves trees but also saves water.It is very important to save our natural resources and protect our earth.
C:You’re quite right,but I have a different opinion.I think the nose-top computer is useful.Because the computer is used more and more widely.It’s convenient to carry such a computer around when doing business.
…
Step Ⅲ Preparation for Listening
T:We know that when someone has invented something,usually he will go to a patent officer to apply for a patent.Now,let’s listen to two dialogues.In these two dialogues,Mr Dean and Mr Scoles both have invented something.They’re trying to get the patent for their inventions from the patent officer.Before we listen to the tape,go through the questions on Page 15 by yourselves,and see what we should do after listening.
Step Ⅳ Listening
T:(A few minutes later.)Are you ready?
Ss:Yes.
T:OK.Listen carefully and answer the questions first on your own and then check your answers with your partner.
(Play the tape twice for students to listen to and then answer the questions.Play it a third time for students to check their answers.Allow the students a few minutes to check their answers in pairs.At last,check the answers with the whole class.)
Step ⅤSpeaking
T:Well done.Now,you’ve known how to apply for a patent.Let’s play a game.Each of you will be given a role card.Work in groups of five:four inventors and one patent officer.Each inventor should explain how the invention works and why it is useful.The patent officers should ask questions and decide if each invention is a good idea or not.And I’ll show you some useful expressions to help you.
(Hand out the role cards and show the useful expressions on the multimedia.)
Useful Expressions:
This invention can help people…
What does it look like?
What’s it made of?
This is a new way of…
How does it work?
How would people use it?
This new invention will make it possible for people to…
(Students work in groups of five and have a discussion for about five minutes.Then the teacher may ask some groups to act out their discussion.)
Sample dialogue:
(A-Inventor A;B-Inventor B;C-Inventor C;D-Inventor D;P-Patent officer)
P:Now,please explain how your inventions work and why they are useful.Your invention is a car that uses water instead of petrol,isn’t it?
A:Yes,that’s right.
P:What does it look like?
A:It looks like an ordinary car.Here’s the picture.Please have a look.
P:Oh,it looks beautiful.What’s it made of?
A:It’s made of a new kind of alloy,which is much lighter.
P:Does it cost more?
A:A little bit.But it can save much more energy,so lots of money is saved.Besides,there is something even more important.It is good for our environment.It doesn’t pollute the air.
P:Sounds great.Thank you.And what’s your invention,sir?
B:My invention is a flying bicycle.
P:A flying bicycle?How would people use it?
B:People can ride it on the road and when there are too many bicycles,people can fly it.Just push one button on the handle,the bicycle will fly.
P:How does it work?
B:It works like a small plane.It has a special engine.
P:This is a new way to improve our traffic condition.Thank you.(To C)Would you please explain your new invention to me?
C:My invention is a machine that makes it possible for people to know the future.
P:How would people use it?
C:People just input their date of birth,hobbies,dislikes and anything about themselves,and then press the button,wait for a moment,and they will see the result on the screen.
P:That’s interesting.Thank you.(To D)What’s your invention,please?
D:It’s a pen that can automatically translate what you write into a foreign language.
P:Good.It can help people communicate freely with foreign friends.People needn’t study foreign languages hard any more.But,maybe it will make it more difficult for people to communicate orally.They will have to write down what they want to say.This is not convenient. For the flying bicycle,what if there was something wrong with it when it was flying in the air?I think it would be rather dangerous for the people walking on the ground.Maybe the bike would fall onto them and cause an accident.Of course the rider would be in danger,too.For the machine that makes people know the future,I don’t think it’s a good idea for us to know our future too early.I think the most useful invention is the car that uses water instead of petrol.So I will give the inventor of this new car a patent.
A:Thank you,sir.
Step Ⅵ Summary and Homework
T:Today we’ve learnt how to express and support an opinion.And we’ve learnt how to apply for a patent when you have made an invention.Many of you have wonderful ideas about new inventions.Study hard now and I believe you’ll make your own inventions in the future.In the next period,we’ll read about how to be creative and how to be an inventor.It’ll be very useful for you.Preview the reading part carefully after class,please.OK.That’s all for today.See you tomorrow!
Ss:See you tomorrow!
Step Ⅶ The Design of the Writing on the Blackboard
Unit 18 Inventions
The First Period
① ②
electric shoe inflatable bicycle
③ ④
edible chopsticks nose-top computer
The second period
Ⅰ Teaching Aims:
Learn and master some new and important language points;
Improve the Ss’ reading ability by reading and comprehending the text;
Get the Ss to learn how to be creative.
Ⅱ Teaching Focuses:
The main idea of the text.
Finish all the reading comprehension exercises.
The four thinking strategies.
Ⅲ Teaching Methods:
Question-and-answer activity. Some games.
Group work, pair work or individual work to make every student work in class.
Ⅳ Teaching Aids:
1．A multi-media computer 2．A tape recorder and a tape.
Ⅴ Teaching Procedures:
Step 1 Lead - in
Show a picture of a bulb to the students. Ask: Who invented it?
Then show the portrait of Edison to the students. Ask: Do you know anything about his childhood? If they don’t, tell them sth. about his schooling, and then say: People are not born creative, and you don’t have to be very intelligent to be an inventor. We can learn to be creative. Today we’ll learn how to be creative.
Step 2 Pre-reading
Scan the title and the four sub-titles, and guess what’s the text about?
A. how to become a great thinker
B. how to improve your IQ
C. how to become more creative
Step 3 Fast-reading
1.What’s creative thinking?
It is one of skills and habits.
2.How do people come up with ideas for new inventions? In how many ways?
By good thinking strategies.
Step 4 Careful-reading
T: well, now let’s read the text carefully by listening to and reading after the tape one paragragh after another. You are required to finish off all the comprehension tasks for each part.
Part 1: general idea.
Part 2: What is to “think outside the box”?
To think outside the box is to try new ways to solve a problem.
To rephrase a problem to allow for creative solutions and also try “impossible” or “crazy”solutions.
To make a conscious effort to break away from old thought patterns.
Game 1: How do you connect all the dots with only four straight lines?
Game 2:
Mike’s father is a policeman. Why did Mike recognize him among his workmates though they were all in uniform?
Who never goes to see a doctor,even when he is ill ?
It is leaking( 漏水 ) everywhere in the office on a rainy day, why nobody has got wet?
The plane crashed, but there were nobody injured. Why?
Why a river richer than a bank?
Part 3: Take another look at it
a change in perception
to look at a problem in as many way as possible
Each new way of looking at a situation improves our understanding and makes it easier to discover new possibilities.
Game 3:
Can you only see a pot? Pay attention to the dark!
Two faces!
Part 4: Make connections
try to combine new and old ideas in as many different ways as possible
try to make connections that may seem strange at first
think of new applications and solutions
Part 5: Keep trying
develop new ideas even when they were tired or did not feel inspired
For each new invention that works, there are at least ten that do not.
Step 5 Post-reading
1. Match the examples with the right titles:
Example 1: think outside the box.
Examples 2&3: keep trying
Example 4: take another look at it.
Example5: make connections.
2. T or F exercises.
1) Most inventors have high IQs.
2) The things we know can sometimes make it more difficult for us to understand.
3) It’s impossible to learn how to be creative.
4) The best way to find a good solution is to look for one good answer.
5) Inventors try to avoid failure.
6) The more ways we have of looking at a problem, the more likely it is that we can find a solution.
7) Most good ideas are the result of a long process of trial and error.
3.Reading comprehension.
1) We can get the conclusion from the fifth paragraph that ____ A. to be clever can lead to success B. he who laughs last laughs best
C. failure is the mother of success D. never too old to learn
2). The sentence “ good ideas are no accident” means the following except that ____
A. Good ideas never come by chance. B. The accident is not caused by good ideas.
C. To be successful needs many trials and errors.
D. Failures can also help us move towards a better solution.
3). Another proper title for the text is probably ____
A.Creativity B.Great thinkers C. How to solve problems D. Connection
Step 6 Discussion (Groupwork):
1. How do you understand the title of the passage?
If we want to be creative, we should follow these rules---think outside the box, take another look at it, make connections and keep trying. These rules also work when we solve a problem .
2. What other rules should you have if we want to be creative?
3. Of all the rules discussed above, which one do you think is the most important? Why?
Step 7: Homework
P 61 Exx 1 & 2.P 131 Exx 1, 2&3.
Ⅵ Bb writing
On slides. No writing on the Bb
The Third Period
Teaching Aims:
1.Review the useful expressions learnt in this unit.
2.Learn the derivatives of some words.
3.Review the Attributive Clause.
Teaching Important Points:
1.The useful expressions learnt in this unit.
2.Review the Attributive Clause.
Teaching Difficult Point:
How to help students master the Attributive Clause.
Teaching Methods:
1.Review method to consolidate the useful expressions learnt in the last two periods.
2.Practise to help students master the derivatives of some words.
3.Different kinds of practice to help students master the Attributive Clause.
4.Pair work and individual work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
3.some pictures and cards
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Grammar
T:Today we’ll play a game first.(Stick some pictures of famous people on the blackboard.Cf:The Design of the Writing on the Blackboard.)Look at the blackboard,please.These are pictures of some famous people.Do you know them?Maybe you’re familiar with some of them,but maybe others are strange to you.Don’t worry.I’ll give you some cards.There’s one sentence on each card.The sentence describes a famous person.Guess the name of the person first and then match the card with the picture.Do you understand?
Ss:Yes.
(Teacher hands out some cards on which are the sentences in Word puzzle.)
T:Now,please have a short discussion to find out who the person is and then match the card with the picture.When you find out the answer,please come to the blackboard,stick the card and write the name below the picture.
(Students prepare for a moment and then they begin to match the cards with the pictures.)
T:Have they matched the cards with the pictures correctly and got the correct names?
Ss:Yes.
(If there’re any mistakes,teacher may ask some students to correct them.)
T:OK.Now,fill in the word puzzle using the names of the people that you’ve just found out.
(Stick on the blackboard a piece of paper with the word puzzle on it.)
(A moment later,ask several students to write down their answers.Cf:The Design of the Writing on the Blackboard.)
T:Do you agree with them?
Ss:Yes,they’re quite right.
T:Good.These people are all famous people.Look at the sentences on the cards.What do you find?
S:I find that there is an Attributive Clause in each sentence,restrictive or non-restrictive.
T:Yes,you’re a careful girl.This game is also for you to review the Attributive Clause.Read these sentences again and find out the Attributive Clause in each sentence.
(A moment later,ask some students to say their answers.)
Suggested answers:
Across:
1.…,whose name is always linked with his cartoon characters,such as Mickey Mouse and Donald Duck.
2.…,who was born in Germany but spent his last years in the USA.
3.…,among whose big inventions are electric lighting and the motion picture camera.
4.…,whose many great films were City Lights and Modern Times.
5.…,who died in a plane crash in 1997.
6.…,whose famous songs include Blowing In The Wind.
7.…,who discovered the Law of Gravity.
Down:
1.…,who lived in China before the Liberation.
2.…,who fought for the freedom of slaves in the USA.
3.…,who was Adam’s wife.
4.…,whose ideas about the future have often become reality,…
5.…,who later bravely fought against the British invasion and saved her country and people.
T:We’ve learnt a lot about the Attributive Clause before.We know that it is a very important grammar item,so let’s do some more exercises to consolidate it.Turn to Page 61,and finish Exercise 2 in Grammar part.
(Allow the students a few minutes to finish it and then check the answers.)
Suggested answers:
1.The wires with which the machines were connected were very old.
2.Leonardo da Vinci,who was interested in both literature and science,painted the famous“Smiling Mona Lisa”.
3.The pilot with whom we had dinner told us stories about his travels.
4.The four ancient Chinese inventions,which we are proud of,have remained important in human history for thousands of years.
5.Mozart,whose music is well liked by people all over the world,showed his talent in music at a very young age.
6.The photos are kept in that cupboard in which/where we found our parents’ old photos.
7.The country from which this news report is coming is on the other side of the world.
8.One of the first inventions of human beings was the wheel,which we don’t know who first invented.
T:In this unit,we have learnt a lot about new inventions and famous inventors.Now,let’s do an exercise using what we’ve learnt in this unit to review the Attributive Clause.Turn to Page 61 and finish Exercise 1 in Grammar part,please.Finish them first by yourselves and then you may discuss your answers in pairs.
(A few minutes later,ask some students to read out their answers.Students may have various answers.)
Suggested answers:
1.…can be used at home or in an office.
2.…it is not convenient to use a desktop computer.
3.…businesses are busy.
4.…you can obtain a patent for your invention.
5.…we need something more useful or more convenient to satisfy the needs of people.
6.…invents things.
7.…are both delicious and environmentally friendly./can be eaten.
Step Ⅲ Word Study
T:As you know,there are a lot of useful expressions in this unit.Let’s do some exercises to review them.
(Show the following on the multimedia and allow the students a couple of minutes to finish it.)
Fill in the blanks with correct prepositions.
1.I’m tired__________washing clothes by hand.I’ll buy a washing machine tomorrow.
2.You’ve got to break away__________old thought patterns in order to develop creative thinking.
3.She was telling us about her sick mother when she suddenly broke__________tears.
4.The students like physics classes because the way their teacher teaches allows__________creativity.
5.I don’t want to keep the hen any more;I’ll exchange it__________twenty eggs.
6.During a test,it’s always wise to move on when you get stuck__________a difficult problem and come back to it later.
(A moment later,ask some students to say their answers and then check them with the whole class.Give some explanations when necessary.)
Suggested answers:
1.of(be tired of doing sth.)
2.from(break away from…)
3.into(break into tears/a house)
4.for(allow for…)
5.for(exchange A for B)
6.by(get stuck by…)
T:Well done!After class you should read these sentences more to master the use of the phrases in them.Now,let’s do another practice.
(Show the following on the multimedia.)
Change the form of the following words.
trial→__________(v.)
application→__________(v.)
produce→__________(adj.)
fail→__________(n.)
involvement→__________(v.)
eraser→__________(v.)
inspiration→__________(v.)
possible→__________(n.)
deep→__________(v.)
awareness→__________(adj.)
Suggested answers:
trial→try(v.)
application→apply(v.)
produce→productive(adj.)
fail→failure(n.)
involvement→involve(v.)
eraser→erase(v.)
inspiration→inspire(v.)
possible→possibility(n.)
deep→deepen(v.)
awareness→aware(adj.)
StepⅣ Summary and Homework
T:Today we’ve reviewed some useful expressions and words we learnt before.Also we’ve done some practice to review the Attributive Clause.After class,you should do more practice to master them better.Besides,try to solve the riddles in Part 14 on Page 62.That’s all for today.See you tomorrow!
Ss:See you tomorrow!
Step Ⅴ The Design of the Writing on the Blackboard
Unit 18 Inventions
The Third Period
Walt Disney Albert Einstein
Abraham Lincoln Newton
John Denver Charlie Chaplin
Word puzzle:
The Fourth Period
Teaching Aims:
1.Learn a reading passage to improve the students’ reading ability.
2.Do some writing practice to improve the students’ writing ability.
3.Learn some useful words and expressions.
Teaching Important Points:
1.Improve the students’ integrating skills.
2.Review the Attributive Clause.
Teaching Difficult Point:
How to improve the students’ integrating skills.
Teaching Methods:
1.Reading and understanding to improve the students’ reading ability.
2.Writing practice to improve the students’ writing ability.
3.Individual or pair work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step ⅡLead-in and Reading
T:How many of you have a computer at home?Please put up your hands.
(Some students put up their hands.)
Good.Most of you have a computer.What do you do with your computer?
S:I search for information on the Internet.And sometimes I play games with it.
T:Does anybody do anything else with it?
S:I sometimes draw pictures or type something.
S:For me,I sometimes send e-mails to my friends.
S:I listen to the music.
S:I watch football matches.
…
T:Do you think the computer is really useful to you?
S:Not exactly.I can also do these things without a computer.I can go to a library to look for the information that I need.But it’s much quicker and more convenient if I use a computer.
S:I can listen to the music on a tape recorder.
S:I can watch football matches on TV.
…
T:You’re quite right.New technology is often used in old ways.Now,please have a discussion in groups of four to complete the chart shown on the screen.
(Show the following on the screen and give the students a moment to have a discussion.)
Technology Usage
Computer Used as a typewriter
--------
--------
The Internet Used as a library
--------
--------
------ --------
--------
--------
(After a few minutes,ask several students to say their answers.Students may have various answers.)
Suggested answers:
Technology Usage
Computer Used as:
a typewriter
a projector
a video game player
a drawing board
The Internet Used as:
a library
a TV
a telephone
a radio
Used to:
send e-mails
read news from home and abroad
Cellphone Used as:
a telephone
a telephone directory
a video game player
a watch/calendar
an alarm clock
Used to:
send information to others
T:Well done!Now,let’s read the passage about new technology carefully.Try to find out the answers to the two questions on the screen.After you finish,you may have a discussion in pairs.
(The following questions are shown on the screen.)
1.Why are scientific metaphors like “memory”and“cut and paste” useful?How may they limit our thinking?
2.Think of more words we use to talk about computers and Internet.How well do they describe the things or actions they are used for?Are there other words we could use that might be better?
(A moment later,check the answers with the whole class.Students may have various answers to the second question.)
Suggested answers:
1.They make it easier for us to understand and use a new tool.They may make it more difficult for us to use the new invention in the best way.
2.Words like:copy,file,delete,lock,enter,return,store
Step Ⅲ Explanation
T:Now,I think you’ve understood the passage well.Please look at the screen.I’ll explain some expressions that you must master.Please listen carefully.
(The multimedia shows the following.)
Language Points:
1.sb. be said to be…
e.g.He is said to be a good basketball player when he was young.
2.A be similar to B
e.g.His new bike is similar to mine.
3.be different from
e.g.Our life is different from what it was ten years ago.
4.now that
e.g.Now that you’ve grown up,you must stop this childish behaviour.
(Explain the notes to students and write the following on the blackboard:sb. be said to be;A be similar to B;be different from;now that.)
Step Ⅳ Listening and Reading Aloud
T:Now,let’s listen to the tape carefully.You can read after it when I play it the second time.Pay more attention to your stress.Are you ready?
Ss:Yes.
T:OK.Let’s begin.
(Play the tape twice for students to listen and repeat.After listening to the tape,students are allowed to read the passage aloud for a while.At last,ask some of them to read the text.One student,one paragraph.)
Step ⅤWriting
T:Just now,we’ve talked about computers.Most of you have a desktop computer at home.(Stick a picture of a desktop computer on the blackboard.)And as you can see,I’m using a laptop computer.(Stick a picture of laptop computer on the blackboard.)These are the most popular computers that we can find.But have you heard that a new type of computer-the palmtop computer,has been invented?
Ss:No.
T:It doesn’t matter.(Stick a picture of a palmtop computer on the blackboard.)Look at the picture.This is a palmtop computer.We know from the picture that a palmtop computer is a kind of computer that we can put on our palm.It’s very small,light and convenient to carry about.Do you like it?
Ss:Yes,I wish I could have one.
T:Certainly you’ll have one someday in the future.From these three pictures we know that computers are getting smaller and smaller.They’re becoming more and more convenient to be carried about.Can you guess what the first computer was like?
S:I guess it must have been a very big one.
T:You’re quite right.(Stick the picture of the Eniac on the blackboard.)Look,this is the first computer.It is as big as a house.Maybe you can’t imagine how big it is.But it doesn’t matter.What we need to know is that computers are becoming smaller and smaller,lighter and lighter.What do you think they will look like in the future and how we will use them?Who’d like to tell us your opinion?
S:Let me try.I think computers may look like a watch or a cellphone in the future.They will become even smaller.We can use them to watch TV,read books,search for information,chat with our friends,check the date and the time,and send information to others.
T:Very good.Now,imagine that you had to describe a computer to someone who lived in the 19th century.How would you explain it?What would you compare it to?You may have a short discussion in groups of three and then write a short description.
(Allow the students a few minutes to discuss and write their compositions.If time limits,allow the students to finish their writing after class.)
Sample description:
Have you seen a computer?Let me tell you something about it.A computer is an electric calculating machine that can store and recall information and make calculations at very high speed.It is a wonderful machine and can do most of the things people can do,but it can work millions of times faster.The first large,modern computer was built in 1946,and people needed a large house to put it in.In the last few years there have been great changes in computers.Today they can be used in many fields.People even use it to pay their bills or order what they want.It is said that in the future computers would arrange everything for people,and do almost all kinds of work.That would be a real computer society!
Step ⅥSummary and Homework
T:Today we’ve read a passage about the scientific metaphors.We’ve talked more about new technology too.In this unit we also learnt how to become more creative by practising good thinking strategies.They can be used to study English,too.Read the tips on Page 64 carefully and try the ideas in future.They’re helpful for your study of English.Besides,we’ve reviewed the Attributive Clause.After class,you should do more practice by yourselves to master it better.Finally,have a discussion with your partner to find the answers to the two questions in Checkpoint 18 on Page 64.I’ll check your answers tomorrow.OK.That’s all for today.
…
Suggested answers:
1.Rephrase,impossible,crazy,break away from,explore,combine,trial,…
2.Convenient,environmentally,friendly,automatically,…
Step Ⅶ The Design of the Writing on the Blackboard
Unit 18 Inventions
The Fourth Period
Language Points:
sb. be said to be…
be different from
A be similar to B
now that
Computers:
The Fifth Period
The Attributive Clause
Teaching Aims:
1.Revise the Attributive Clause,including the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.
2.Revise the use of relative pronouns and relative adverbs.
3.Expand the knowledge of the Attributive Clause.
Teaching Important Point:
The usage of the relative pronouns and adverbs.
Teaching Difficult Point:
Help the students to master the way of choosing a relative pronoun or a relative adverb correctly.
Teaching Methods:
review,explanation,inductive methods
Teaching Aids:
1.the blackboard
2.the multimedia
Teaching Procedures:
Step ⅠGreetings
Greet the whole class as usual.
Step Ⅱ Revision and Lead-in
(Teacher checks the homework exercises first and then shows the following on the screen.)
1.He is a famous scientist.
2.Who’s that girl in red?
3.I’ve read all the books that you lent me.
4.I have lost my pen,which I like very much.
T:That’s all for the homework.Now please look at the sentences on the screen.Pay special attention to the underlined parts.Is there anything in common between them?
Ss:Yes.They all identify the nouns,which are used with them.Each part tells us which thing or person the speaker is talking about.
T:That is to say,the function of each underlined part is the same.Each of them is used as an attribute to describe each noun.Well,are there any differences between them?
S1:Yes.In the first sentence,the attribute is an adjective and put before the noun;the second is a prepositional phrase put after the noun;the third and fourth sentences are full sentences put after the nouns.
T:You are right,what do we call the sentences put after the noun?
Ss:The Attributive Clause.
T:Quite right.In a complex sentence,the clause modifying a noun or a pronoun in the main clause is called an Attributive Clause.The noun or pronoun is called Antecedent.The word that/which introduces the clause(between the noun/pronoun and the clause)is called Relative Pronoun or Relative Adverb.The relative pronouns or adverbs do two jobs at once.They can be used as subjects,objects,attributes or adverbials in the clause;at the same time,they join clauses together.About the use of them,we’ll have particular revision after a while.Now look at the sentences on the screen.
(Teacher shows the following on the screen.)
Complete the sentences with suitable relatives.
1.I know the reason__________he came late.
2.Do you know the woman,__________son went to college last year?
3.The house__________colour is red is John’s.
4.This is the best film__________I’ve ever seen.
5.That is the town__________he worked in 1987.
T:Who’d like to tell me what should be filled in the first sentence?
S2:I think“why”should be filled.Because the antecedent is“the reason”and the relative is used as the adverbial of reason in the Attributive Clause.
T:Yes.How about the second sentence?
(Teacher goes to another student and asks her/him to answer.)
S3:I fill“whose”here.Because the antecedent is “the woman”and the relative is used as the attribute in the Attributive Clause.
T:Right.Sit down,please.Now let’s look at the third sentence.
Suggested answers:
3.whose 4.that 5.where
Step Ⅲ Summarizethe Use of the Non-restrictive Attributive Clause
T:The Non-restrictive Attributive Clause is a clause which gives extra information to the antecedent.So we use a comma to interrupt the sentence.When the Non-restrictive Attributive Clause is cut off,the sentence still has a full meaning.Now look at the sentences on the screen.
(Show the following on the screen.)
1.I have two brothers,who are both soldiers.
2.Next week,which you’ll spend in your hometown,is coming.
3.I’ve tried two pairs of shoes,neither of which fits me well.
T:Pay attention to the underlined parts.There are commas to interrupt the sentences and “that”can not be used in the Non-restrictive Attributive Clause.You should pay more attention to the structure“Indefinite Pronoun/Numbers/Noun/Superlative+of which/whom”is often used in the Non-restrictive Attributive Clause.
Step Ⅳ The Usage of the Relative Pronouns and the Relative Adverbs
T:As we know,relative pronouns or adverbs paly important parts in the Attributive Clause.Now let’s make a list of them on the blackboard first and then revise their usage with the help of the forms on the screen.
(Bb:the relative pronouns:who,whom,that,whose,which;the relative adverbs: when, where, why)
(Teacher collects them first and then shows the following.)
Form 1:
the relative pronouns referring to function in the clause
who people subject/object
whom people object
that people/thing subject/object
which thing subject/object
whose people/thing(of whom/which) attribute
Form 2:
the relative adverb referring to function in the clause
when(=at/in/on which) time adverbial of time
where(=in/at which) place adverbial of place
why(=for which) reason adverbial of reason
(Teacher explains the two forms separately and adds the following with examples on the screen.)
T:1.When a relative pronoun is used as a subject in the clause,the verb must agree with the antecedent in person and number.
e.g.1.Those who want to go to the cinema must be at the school gate by 3:30 p.m.
He who doesn’t reach the Great wall is not a true man.
2.When the antecedent is the structure of “one of +n.(pl.)”,the verb in the clause must be plural,agrees with the plural form.However,if there is “the”or“only”before“one”,the verb in the clause must be singular,agrees with the word“one”.
e.g.2.She is the only one of the girls who has been to Beijing.
He is one of the boys who have seen the film.
3.When the antecedent is a noun for time or place “when”or“where”is not always used to introduce the clause.It depends on the function of the relative word in the clause.
e.g.3.The time when/that I went to Tokyo is in 1982.
I’ll never forget the time which/that I spent at college.
The shop which I bought is big.
The shop where/in which I bought the book is big.
Step Ⅴ The Difference Between “that”and “which”
T:As we know,both“that”and “which”can be used for things,but,the use of them are not always the same.Let’s look at the sentences on the screen.
(Show the following on the screen.)
1.This is the second article that I have written in English.
2.It is the best film that he has ever seen.
3.This is the very book that I want to read.
4. All that they told me surprised me.
5.They talked about the teachers and schools that they had visited.
6. Who is the comrade that was there?
7.There is a bed in the room that is still vacant.
8.Our village is no longer the place that it used to be.
T:From the sentences on the screen,we can make a summary of the use of“that” and “which”.Look at the screen again.
(Show the following on the screen.)
1.In following cases,“that”is often used.
(1)After ordinal number and superlatives.
(2)After the following words:all, only, little, few, much, very, none, last, just, any(thing), every(thing), some(thing),no(thing).
(3)After two or more antecedents,referring to both people and things.
(4)After interrogative pronouns“which”or “who”.
(5)When the relative pronoun is used as a predictive in the clause.
(6)When the main clause begins with “There be”.
2.In following cases,“which”is always used.
(1)After prepositions.
(2)To introduce a Non-restrictive Attributive Clause.
(3)The whole main sentence is the “antecedant”of the relative clause,and there is always a comma.
Step Ⅵ Practice
T:Now let’s do some exercises.Look at the screen.Fill in the blanks,choosing proper relative pronouns or relative adverbs.
(Show the following on the screen.)
1.Tell me the reason for__________you were late for class.
2.Who is the girl__________is speaking there?
3.This is Mr Smith,__________has some thing interesting to tell you.
4.The computer__________CPU doesn’t work has to be repaired.
5.This kind of computer,__________is well-known,is out of date.
6.This is just the place__________I’ve been longing to visit for years.
7.His mother is an engineer,__________makes him very proud.
8.The old man has four sons,three of__________are doctors.
Suggested answers:
1.which 2.that 3.who 4.whose
5.which 6.that 7.which 8.whom
Step Ⅶ Test
T:Now.Let’s have a test.Look at the screen.Do this exercise by yourself.A few minutes later.I’ll give you the answers.
(Show the following on the screen.)
1.I don’t like the way__________he talked to his mother.
A.as B.that
C.which D.by which
2.In the dark street,there wasn’t a single person__________she could turn for help.
A.that B.who
C.from whom D.to whom
3.The weather turned out to be very good,__________was more than we could expected.
A.what B.which
C.that D.it
4.All__________is needed is a supply of oil.
A.the thing B.that
C.what D.which
5.He paid the boy $10 for washing the windows,most of__________hasn’t been cleaned at least a year.
A.these B.those
C.that D.which
6.She spoke about the books and writers__________she remembered.
A.that B.who
C.which D.whom
7.The clever boy made a hole in the wall,__________he could see what was going on inside the house.
A.in which B.through which
C.at which D.on which
Suggested answers:
1.B 2.D 3.B 4.B 5.D 6.A 7.B
Step Ⅷ Homework
Review the Attributive Clause
Step Ⅸ The Design of the Writing on the Blackboard
Unit 18 Inventions
The Fifth Period
The Attributive Clause
Ⅰ.The differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause
Ⅱ.The use of the relative words:
1.relative pronouns:who,whom,whose,that,which
2.relative adverbs:where,when,why
Ⅲ.The differences between“that”and “which”
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