以下是小编帮大家整理的人教新课标高中必修四 unit 1 金色教案(新课标版高一英语必修四教案教学设计)（共含18篇），欢迎大家分享。同时，但愿您也能像本文投稿人“baozao小恐龙”一样，积极向本站投稿分享好文章。
Unit 1 Women of achievement
Part One: Teaching Design (第一部分：教学设计)
1． A sample lesson plan for reading
(A PROTECTOR OF AFRICAN WILDLIFE)
Aims
To help students develop their reading ability.
To help students learn about women of achievement.
Procedures
I. Warming up
Warming up by describing
Good morning, class. Today we are going to read about A PROTECTOR OF AFRICAN WILDLIFE. But first, I’d like to know if you have ever heard of women like Elizabeth Fry, Soong Chingling, Jane Goodall, Jody Williams, Joan of Arc and Lin Qiaozhi. Now turn to page 1, look at the photos, read the captions and describe to your neighbor the women in focus. Who is she? What is she? What did she do to benefit the world?
Warming up by discussing
Hi, every one. How did you spend your winter vacation? Did you read any books? Did you read any women of achievement? What makes a woman of achievement? Now in pairs discuss the women on page one. Which of these women do you think is a great woman? Give reasons for your choice.
任长霞：霞蔚长天 警魂不朽
Warming up by reading aloud and translating
Nice to see you back at school, boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one. Zhao Yanfei, would you try reading aloud and translating the first caption?
（Key: 伊丽莎白弗赖伊是一位教友派信徒。她帮助改善了监禁条件，向囚犯提供工作和教育机会。 她的工作帮助教友派赢得了1947年度的诺贝尔和平奖。）
Well done! Next let’s have Ju Xiaohong do the second one.
II. Pre-reading
1. Looking and saying
Work in pairs. Look at the photos and the title A PROTECTOR OF AFRICAN WILDLIFE and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions.
(Key: From the photos and title I guess that the text tells about a woman scientist who is working in Africa to protect the wildlife there. She studies a family of chimps, delivers a speech on their behaviour, arguing for them to be left in the wild and protected. )
2. Talking and sharing
Work in groups of four. Tell your group mates what you know about wildlife protection. Then the group leader is to stand up and share your group idea with the class.
(Key: I am from Group 3. We think that Jane is a woman of achievement. For she has helped people understand how much chimps behave like humans. Because of her we know that it is better for the animals to be left in the wild or in the special places set up for them. )
樊锦诗：敦煌女儿 守望敦煌
III. Reading
1. Reading aloud to the recording
Now please listen and read aloud to the recording of the text A PROTECTOR OF AFRICAN WILDLIFE. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from A PROTECTOR OF AFRICAN WILDLIFE
Use the rules, make a great person, know about…, in pairs, give reasons for…, improve prison conditions, give sb work and education, get the Nobel Peace Prize, one of the top leaders, in modern Chinese history, concern oneself with…, lead China Welfare Institute, study animals, show the connection between… and…, protect chimps, found an international campaign, stop the use of landmines, give sb the Nobel Peace Prize, dress as a man, fight for…, drive…out of…, put sb to death, become a specialist in women’s illnesses, devote all one’s life to…, encourage sb to become doctors, visit the chimps in the forest, behave like humans, watch sb wake up, go back to a place, leave sb sleeping, the night before, wander off into the forest, show love, make …all worthwhile, play in the tree, come into one’s arms, go to sleep in the nest, understand chimp behaviour, spend years observing and recording daily activities, study at a university, be determined to work with animals, in one’s own environment, begin one’s project, change the way, eat meat, as a group, hunt a monkey, communicate with each other, work out…, respect the life of…, leave…in the wild, use… for entertainment or advertisements, set up special places, live safely, crowd in, say…to myself, think about…, in cages, do nothing wrong, achieve everything, gain a doctor’s degree, cheer the achievements of women
3. Reading to identify the topic sentence of each paragraph
Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.
(Key: 1st paragraph: Our group are all going to visit the chimps in the forest. 2nd paragraph: Nobody before has fully understood chimp behaviour. 3rd paragraph: For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.)
4. Reading and transferring information
Read the text again to complete the table, which list what Jane does to protect African wildlife.
What does Jane do?
Studied these animals for many years
Spent many years observing and recording their daily activities
Discovered that chimps hunt and eat meat
Discovered how chimps communicate with each other
Argued for chimps to be left in the wild
Set up special places
Working with animals in their own environment
5. Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.
黑猩猩
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1 and 2.
Closing down by having a discussion
Do you agree with Jane’s ideas? Why or why not?
(Key: I agree with Jane’s idea, because leaving the animals in the wild is the only good way to protect them. The animals belong to the forest, just as we belong to the civilized world. ) What do you think is the best way to protect wildlife?
(Key: I think the best way is to understand and respect the life of animals. Setting up special places where they can live safely is important and effective)
Closing down by retelling the story of Jane Goodall
I shall write some key words and expressions on the board. You are to retell the story of Jane Goodall according to these words.
(Key: visit the chimps, watch the chimps, understand chimp behaviour, argue for…, set up special places)
2．A sample lesson plan for Learning about Language
(Subject-verb agreement)
Aims
To help students learn about subject-verb agreement.
To help students discover and learn to use some useful words and expressions.
To help students discover and learn to use some useful structures.
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Turn to page 4 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.
大自然的呼唤
II. Learning about grammar
1. Reading and thinking
Turn to page 2 and read with me the text of A PROTECTOR OF AFRICAN WILDLIFE. As you read on, pay attention to the forms of sentence predicates and the subject-verb agreement shown in the sentences.
(For reference: Our group are…, Watching a family of chimps is…, Nobody before has fully understood…)
2. Doing exercises No. 1 and 2 on page 5
Turn to page 5. Look at the two sentences: Our group are all going to visit the chimps in the forest. And Our group includes six boys and five girls. Have you noticed any difference between them? Yes. If the word “group ” refers to different members, use a plural verb. If the word “group” is considered as a whole, use a singular verb. Now fill in the blanks with the proper form of the given verbs in brackets on page 5. And then go on to do Exercise No. 2 on the same page, that is, fill in the correct verb form in the letter.
III. Ready used materials for Subject-verb agreement
I got a hold of some bad pork chops the other day, and they didn't agree with me. Stomach aches aren't very pleasant. Don't you agree?
We all know these meanings of “agree,” but when we talk about subject-verb agreement, we're talking about something different: matching subjects and verbs according to number. That is, when you have a singular subject, you have to match it with a singular verb form: The boy plays. When you have a plural subject, you must have a plural verb form: The boys play.
In short, simple sentences, you should have no problem with agreement. You can hear the problem: The boys plays. When it's wrong , it just sounds funny. However, there are four potential problem spots that you need to watch carefully:
o stuff in between the subject and verb
o reversed sentence order
o “-body,” “-one,” and “-thing” words
o “who,” “which,” and “that”
Stuff in between subjects and verbs
The stuff here is usually a prepositional phrase that separates the subject from the verb. Remember how we crossed out prepositional phrases in order to find the subject? Do the same thing if you're having problems with agreement. Now, thinking about that, look at the following sentence and decide what's wrong with it:
The dishes in the kitchen is dirty.
Good guess! The subject and the verb don't agree. What's the probable cause for the problem? Kitchen (a singular noun) is right in front of is (a singular verb). If kitchen were the subject, that would be okay. But, it's not. Cross out the prepositional phrase and you're left with:
The dishes in the kitchen is dirty.
“The dishes . . . is dirty?” Sounds wrong, doesn't it? The subject is plural, but the verb is singular. They don't agree. The correct version is:
The dishes in the kitchen are dirty.
Once you know how to look for this problem, it shouldn't be too hard to get rid of it when you proofread your paper.
Reversed sentence order
The normal pattern for English sentences is subject-verb. However, there are a few situations where this order is reversed (like this sentence):
o There are snacks on the laundry-room table.
o Where are they?
o On the table are the goodies!
See how the subject comes after the verb in each of these? If you can remember how to locate subjects and verbs, you shouldn't blunder into mistakes when writing reversed-order sentences.
“-body,” “-one,” and “-thing” words
The correct term for these words is indefinite pronouns, but if you remember them as “-body,” “-one,” and “-thing” words, you'll probably be able to spot them more easily. You only need to know one thing: if a word has one of these endings (like everybody, everyone, anyone, anything, etc.), it is always singular! You can also include each, either, and neither in this group. Look at the following:
1. Everyone is going on a picnic.
2. Each of the boys is taking his own lunch.
3. If anyone drops something to eat, I'll grab it before he can pick it up.
You shouldn't have problems with these if you simply memorize the endings of words that are always singular.
NOTE: We said that either and neither are always singular; however, if you have two subjects in an either . . . or or neither . . . nor construction, getting the agreement right may give you fits. To get it right, just locate the subject closest to the verb and make the verb agree with it:
o Either the mailman or the construction workers are causing Peggy to bark like crazy.
o Neither the dogs down the street nor the one next door pays any attention.
Compare this with the following:
o Either the construction workers or the mailman is causing Peggy to bark like crazy.
o Neither the one next door nor the dogs down the street pay any attention.
Agreement, in this case, depends on the placement of the subject.
“Who,” “which,” and “that”
Remember dependent clauses? They have a subject and a verb, but they can't stand alone. That's what we're dealing with here, but with a little something extra. Now we've got to consider pronouns. A pronoun is a word that takes the place of a noun that comes before it, usually in the same clause or one very close to it.
Peggy is a troublemaker. She bites my ears and steals my food.
“Who,” “which,” and “that” are pronouns. When they take the place of a singular noun, they are singular; when they take the place of a plural noun, they are plural. This is important to remember when they are the subject of a clause. Compare the following sentences:
1. Big Dog is one of those animals who are very intelligent.
2. Big Dog is an animal who is very intelligent.
In both, who is the subject of a dependent clause. In number 1, it takes the place of animals (a plural form). That's why “are” is the correct verb choice. In number 2, who takes the place of animal (a singular form), and that's why “is” is correct.
This may seem a bit confusing at first, but there's a way to get it right every time. If you find “who,” “which,” or “that” introducing a dependent clause (like in the examples above):
1. Look at the word right in front of it (usually that's the word it takes the place of).
2. Decide if the word is singular or plural (that will tell you whether “who,” “which,” or “that” is singular or plural).
3. Make the verb agree!
That's all there is to it!
IV. Closing down by doing a quiz
To end the period you are going to take a quiz on subject-verb agreement.
Quiz on Subject-Verb Agreement
Select one answer from the choices provided after each sentence. The word you choose should fit the blank in the sentence. Don't use the HINT buttons unless you really need them.
1. Either the physicians in this hospital or the chief administrator ____ going to have to
make a decision. (is, are)
2. ______ my boss or my sisters in the union going to win this grievance? (Is, Are)
3. Some of the votes __________ to have been miscounted. ( seems,seem)
4. The tornadoes that tear through this county every spring _____ more than just a
nuisance. (is, are)
5. Everyone selected to serve on this jury _____ to be willing to give up a lot of time.
(has, have)
6. Kara Wolters, together with her teammates, _________ a formidable opponent on the
basketball court. (presents, present)
7. He seems to forget that there __________ things to be done before he can graduate.
(are, is)
8. There _______ to be some people left in that town after yesterday's flood. (have, has)
9. Some of the grain __________ to be contaminated. (appear, appears)
10. Three-quarters of the students __________ against the tuition hike. (is, are)
11. Three-quarters of the student body __________ against the tuition hike. (is, are)
12. A high percentage of the population _________ voting for the new school. (is, are)
13. A high percentage of the people _________ voting for the new school. (was, were)
3． A sample lesson plan for Using Language
(A GOOD EXAMPLE FOR ME)
Aims
To help students read the passage A GOOD EXAMPLE FOR ME.
To help students to use the language by reading, listening, speaking and writing.
Procedures
I. Warming up
Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text A GOOD EXAMPLE FOR ME.
林巧稚----- 中国医学圣母
II. Guided reading
1. Reading and translating
Read the text A GOOD EXAMPLE FOR ME and translate it into Chinese paragraph by paragraph. Li Wenqin. You are to do paragraph 1, please. ….
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from A GOOD EXAMPLE FOR ME
sit down at the computer, do some research on…, enjoy English, choose…to study at university, show information on the screen, be busy in one’s career, travel abroad to study, catch the eyes, cut the death rate, have and care for a baby, follow rules, keep… clean and healthy, need the advice, be intended for…, live in the countryside, reach a doctor, become a specialist in women’s diseases, get a medical training, place women’s education second to men’s, make…famous, show kindness and consideration to…, be tired after a day’s work, late at night, deliver a baby, find out more about…, choose not to do sth, have a family of one’s own, make sure that…, carry on the work, fill in the forms for the university entrance exam
3. Doing exercises
Now you are going to do exercises No. 1 and 2 on page 6 following the article.
4. Listening
For listening turn to page 7 and be ready to do exercises No. 1, 2 and 3.
5. Acting
Next we are going to put the text A GOOD EXAMPLE FOR ME ON STAGE. Now Zhu Qing and Zhang Qiang, plesase!
A text play of A GOOD EXAMPLE FOR ME
(Time: Sunday evening; Place: at home; People: Mom and I )
I: Mom, do you know anything about Lin Qiaozhi?
Mom: No, but you may turn on the computer and get online to do some research on her.
I: All right, thanks. Look, I get her. It seemed that Lin Qiaozhi had been very busy traveling abroad, studying and writing books and articles.
Mom: What books did she write?
I: It is a small book on how to cut the death rate from having and caring babies by following some simple rules.
Mom: What are the rules? Tell me more about them.
I: They are simply rules for keeping babies clean and healthy.
Mom: Why did she write that? Who are the women that she thought needed that advice?
I: Let me see. Mom, I think it is intended for women living in the countryside. Perhaps they could not reach a doctor.
Mom: When did she live? I mean Lin Qiaozhi.
I: Here it is. She lived in the early 20th century.
Mom: Oh, that’s before the liberation and the founding of New China. It’s a long time ago. It must have been very difficult for her to get a medical training.
I: Why is that, Mom?
Mom: Because women’s education was always placed second to men’s. I am sure it was hard work and determination as well as her good nature that got her into medical school.
I: Mom, you are right. She is great for her kindness and consideration shown to all her patients.
Mom: So what about you, son? Have you made up your mind as to what to study at college?
I: Sure, mom. I will go to a medical university, to be a doctor as great as she is.
Mom: I am confident that you will be as good a doctor as her. Go and fill in the forms for the university entrance exam…
III. Guided writing
1. Writing an imagined dialogue
Groups 1 and 2 are going to write an imagined dialogue between Lin Qiaozhi and you. You may begin like this: Hello, doctor. I need your help. …
2. Writing a description
Turn to page 8 and follow the direction to write a description of a woman’s character. You may use the information, structures and expressions from the unit.
DESCRIBE A FAMOUS PERSON YOU ADMIRE
Mother Teresa is a great woman though she has died. She spent her whole life helping the poorest of the poor. Today, she is renowned and respected around the world.
Mother Teresa was born on 26th august 1910 and named Christened Agnes Bojaxhiu. She grew up in the Serbian town of Skopje, which was a poor country at that time. Her whole family was Christians. When she was twelve years old, she expressed her wish to become a nun. As she wanted to be sure on her wish, she spent six years pondering about this decision. At last, she made up her mind and worked as a nun to help the poorest people in India.
After becoming sister Teresa, she said that she received a message from god that god wanted her to go to the slums to live with the poor. Her worked started. She founded a new congregation called the missionaries of Christianity in Calcutta. It helped the poor, the sick, orphans, alcoholics, drug addicts and even the aids patients. Mother Teresa was not afraid of infection. She looked after the patients herself and loved them. She never stopped taking care if them and never considered giving up anyone of them.
Her work was made known to the world. Some people supported her but some didn’t. She didn’t care. She continued her work and setup other missionaries around the world. She gave love to all the poor in other parts of the world, not only in India. Although she was seriously ill, she never ceased to help the poor. Her work was recognized by the world when she was awarded the Nobel Prize in peace in . She contributed the money she received to the missionary of charity.
Mother Teresa died of cardiac arrest on 5th September 1997 in the missionaries’ Calcutta headquarters. Million of people over the world mourned over the loss of this remarkable woman who was a shining example of goodness and love all her life. I regard her as a role model. I wish I could contribute myself for the good of the world like she did.
III. Further applying
Finding information
Go to the library to read or get online to search in order to find more information on wildlife protection. Take notes of your finding and report to your group mates next Monday morning.
Writing letters
Write a letter either to Jane Goodall or Lin Qiaozhi, telling her about your life and hope.
Acting a text play
Turn the article A GOOD EXAMPLE FOR ME into a text play. Choose your part and rehearse for the School Art Festival next month.
IV. Closing down
Closing down by filling a form
Make use of the text and others to fill in form.
Lin Qiaozhi’s life history
time place event
Closing down by describing a person
To end this period, I am going to have two of you stand up to describe to the class a person whom he admires. Who likes to speak first?
Part Two: Teaching Resources (第二部分：教学资源)
1．A text structure analysis of A PROTECTOR OF AFRICAN WILDLIFE
I. Type of writing and summary of the idea
Type of writing This is a piece of narrative writing.
Main idea of the passage
Being a protector of African wildlife Jane Goodall works to understand chimps and protect them.
Topic sentence of 1st paragraph Our group are all going to visit the chimps in the forest.
Topic sentence of 2nd paragraph Jane spent many years observing and recording their daily activities.
Topic sentence of 3rd paragraph For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.
NATURE IN OUR HANDS
II. A tree diagram
III. A retold passage of the text
A possible version:
We set out at 5:45 am to visit the chimps in Gombe national Park. We watched a family of chimps wake up in the morning and followed them wandering into the forest. Jane had been there observing and recording chimps’ daily activities. For 40 years, she had been helping the world to understand and respect the life of these animals. Jane is indeed a woman of achievement and a good example for us all.
2．Background information on Women of achievement
I. What are Women of Achievement? 何谓成功女性
A Woman of Achievement is a dedicated leader who has earned admiration and respect; has vision and brings others towards it by her example; faces life’s challenges with grace and courage; lives with dignity, integrity and honor.
II. The Wildlife Conservation Society 野生动物保护协会
The Wildlife Conservation Society saves wildlife and wild lands through careful science, international conservation, education, and the management of the world’s largest system of urban wildlife parks. These activities change attitudes toward nature and help people imagine wildlife and humans living in sustainable interaction on both a local and a global scale. WCS is committed to this work because we believe it essential to the integrity of life on Earth.
III. China Marks 100th Birthday of Chinese Gynecological Pioneer 中国纪念妇科先驱百年诞辰
Many well-known doctors, senior legislators and public health officials gathered in Beijing on Friday to mark the 100th birthday of the late Professor Lin Qiaozhi, a pioneer in gynaecology in China and a well-respected doctor.
In over sixty years of medical service as a gynecologist and an obstetrician, Professor Lin, also known as Lim Kha T'i, delivered more than 50,000 babies.
Professor Lin, who died in 1983 at the age of 82, was well respected in China for her exceptional medical skills and her excellent medical ethics.
Top Chinese legislator Li Peng has written an inscription in honor of Lin which reads: “Cherishing Forever the Memory of Outstanding Medical Scientist, Professor Lin Qiaozhi”.
At a gathering Friday at the Great Hall of the People, Wang Guangying, a senior legislator, and Qian Zhengying, senior leader in China's top national advisory body, unveiled a copper statue in honor of Professor Lin.
In addition, a gynecological and obstetrical institute named after Lin Qiaozhi was unveiled Friday at the Chinese Academy of Medical Sciences.
Lin made a great contribution to popular science and to maternal and child health care. She was made a posthumous member of the Chinese Academy of Sciences in 1995.
Lin, a native of Xiamen, Fujian Province, graduated from Peking Union Medical College in 1929 and underwent post-graduate studies at Manchester and London Universities in Britain between 1932 and 1933, and Chicago University in the United States between 1939 and 1940.
IV. China Wildlife Conservation Association 中国野生动物保护协会
Founded in Beijing in December 1983, the China Wildlife Conservation Association (CWCA) now has 31 provincial-level and 260 prefecture/county-level branches, and about 30 thousand members who are wildlife conservationists, administrators, scientists, educators, natural reserve works and wildlife lovers. CWCA’s mission is to promote the development of Chinese wildlife conservation, protect, develop wildlife resources and rescue endangered species.
CWCA's responsibility is to organize its members in carrying out conservation laws and policies, running education and popularization programs of wildlife protection and rescue, conducting scientific research and academic exchange, providing technical consultation on wildlife resources management, raising funds for wildlife conservation and establishing contact with foreign groups and participating in international cooperation.
Since its foundation, the CWCA has run various programs to promote education, propaganda, and fund-raising. For example, “Bird-loving week”, wetland conservation, and specialized training, It holds meetings and activities such as the international conference on wildlife conservation in China'87. It has also conducted joint research programs with wildlife conservation organization in the US, Germany, and other countries and regions. In 1984, CWCA become a member of the IUCN(the world conservation union). In order to promote
international exchange, CWCA has arranged for exhibits in the US, Canada, Ireland, Belgium, and Singapore and other countries of rare Chinese animals, including the giant panda and golden monkey. CWCA is willing to cooperate with countries and international wildlife conservation organizations who concern about Chinese wildlife conservation in technical communication.
3．Words and expressions from Unit 1 Women of achievement
I. Words for Reading
achieve v: 完成achieve one’s goal/ achieve success/ achieve one’s purpose/ achieve a victory/ achieve fame
achievement n.: 成就the achievement of one’s goal/ the achievement of peace/ a scientific achievement
condition n. 条件 in good condition/ under difficult conditions/ meet conditions/ without condition
welfare n. 福利student welfare/ promote the public welfare/ be concerned about sb.’s welfare
institute n. 学院establish an institute/ an institute of technology
connection连接 break off a connection/ have business connection with…/ enter into a connection with…
campaign n.运动 begin a campaign against…/ plan a campaign/ during a campaign for re-election
organization n. 组织 build up a social organization/ dissolve an organization/ join an organization
specialist n.专家 consult a specialist/ an eye specialist/ a specialist in heart diseases
devote v. 献身 devote oneself to…/ devote one’s time to…/ devote one’s money to …
behave v. 举动 behave badly to one’s wife/ behave oneself well/ behave as a gentleman
behaviour n. 行为 report one’s behaviour/ understand one’s behaviour/ admire sb for his behaviour
worthwhile a. 值得做的 a worthwhile job/ a worthwhile book/ a worthwhile task
nest n. 巢穴 make a nest/ build a nest/ take a nest (掏鸟窝)
observe v. 观察, 遵守 observe sb. closely/ carefully observe sth. / strictly observe the school discipline
observation n. 观察 carry out observations/ come under observation/ keep observation upon…
respect v. 尊重 respect our teacher/ respect the rights of other people
argue v. 争论 argue that/ argue him into staying here/ argue her out of climbing the mountain
entertainment n. 娱乐give an entertainment to sb./ play the piano for one’s entertainment
inspire v. 鼓舞 inspire sb. with courage/ inspire sb. to further efforts
support v. 支持 support sb. financially/ support sb. against…/ support one’s family on one’s wages
II. Words for Learning about Language
communication n. 通讯，交际 cut off communications with…/ have no communication with…/
specialize v. 专攻， 使专门化 specialize in…/ be highly specialized
strike v. 打击 n. 罢工 strike sb. on the head/ strike one’s head against the wall
career n. 事业 take up medicine as one’s career/ have a bright career before sb.
III. Words for Using Language
article n. 文章 write an article on education for a newspaper
explain v. 解释 explain the meaning of the sentence/ explain to sb. that
rate n. 比率，速度 The birth rate has dropped. at the rate of 3 to 5/ raise [reduce] hotel rates
巴西姑娘加冕“地球小姐”
care for v. 照顾 care for my health/ care little for money/ be well cared for
medical a. 医学的 need a medical checkup/ go to a medical college/ be under medical treatmment
determination n. 决心，果断 show fixed determination/ make a fresh determination
kindness n. 仁慈，好意 do sb. a kindness/ help sb. out of kindness/ treat sb. with kindness
consideration n. 考虑，体谅 after much consideration/ give careful consideration to…
deliver v. 递送，（生孩子），发表（演说）deliver the mail/ deliver a long speech/ deliver a baby safely
personality n. 个性，人格 have a strong personality/ respect the personality of a person
modest a. 谦虚的，适度的be modest about one’s achievement/ a modest price
considerate a. 考虑周到的 be considerate of [to, toward] old people
Unit 2 Working the land
Part One: Teaching Design (第一部分：教学设计)
1． A sample lesson plan for reading
(Working the land)
Aims
To help students develop their reading ability.
To help students learn about working the land.
Procedures
I. Warming up
Warming up by questioning
Hello, everyone. We shall read about man who works the land today. Have you ever grown any plants? If not, what kind of plant would you like to grow? How will you grow it?
(For reference: Mr. Li, I worked with my father in the rice field last year. We grow hybrid rice and use animal wastes to make the soil rich.)
Has anyone of you ever been to the countryside? What did you do there?
(For reference: I went to Chuankou the day before yesterday. It is a small mountain village 75 li north of Beijing. I went there to visit my uncle’s family. I like that small beautiful village very much. )
Who are from a farmer’s family? What do you know about farming?
(For reference: Mr. Li, Dou Jun and I are from a farmer’s family in our class. We grow wheat and raise pigs on our farms. And both of our family are going to expand the area of fields this year. )
Warming up seeing and listening
Boys and girls, I shall show you some photos of farming first. Look at this one. What are these ppeople doing in the fields? Yes, it is spring and they are planting rice. Lots of people in the world live on rice. I think you like eating rice, too.
Planting rice
Here is another photo about farming. The man driving the tractor in the photo is plowing the land to prepare for the planting. He does not grow rice there. What kind of crop is he going to plant here?
Plowing the land
This photo is interesting. The woman farmer from Tibet is harvesting her crops not in the open field but in a plastic house. For generations, the people in Tibet Autonomous Region, have farmed the land using traditional methods. But in recent years, things have begun to change. All the farmers admitt the new ways are better.
Indoor harvesting
II. Pre-reading
1. Questioning and answering
Rice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?
(For reference: Then the south people would have to change their eating habit. They could turn to potatoes, wheat flour, cow and sheep cheese, cabbage, onions and garlic for food. They are the bases of the traditional food in North China. )
If you had the chance to do one thing to help end hunger in the world, what would you do?
(For reference: I would try to end hunger by popularizing the advanced farming techniques. Modern techniques could be introduced to increase the rice output, and expand the area of fields.)
2. Giving background information about Professor Yuan Longping
Have you ever heard of a man called Professor Yuan Longping? Would anyone of you tell the class something about him?
(For reference: Professor Yuan Longping is a Chinese agricultural scientist. Professor Yuan's breakthrough scientific achievement led to the world's first successful and widely grown hybrid rice varieties, revolutionizing rice cultivation in China and tripling production over a generation. His approach to rice breeding then spread internationally throughout Asia and to Africa and the Americas, providing food for tens of millions and leading to his becoming known as the “Father of Hybrid Rice.”
III. Reading
1. Reading aloud to the recording
Comprehension-understanding what you are reading-is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 9 and read aloud to the recording of the text A PIONEER FOR ALL PEOPLE. Pay attention to the thought groups in the sentences while listening and reading aloud.
2. Reading and underlining
Read the text again and underline all the collocations in the passage. You are asked to copy them to your notebook after class as homework.
Collocations from A PIONEER FRO ALL PEOPLE
call sb. …, regard sb. …, work the land, do one’s research, for the past five decades, grow hybrid rice, become an agricultural pioneer, have a high output, produce one-third more of the crop, be born into a poor family, graduate from a college, devote one’s life to…, find ways to do sth., see the great need for doing sth., increase the rice output, search for a way to do sth., increase rice harvests, expand the area of fields, produce tons of rice, feed sb. from a piece of farmland, circulate one’s knowledge, thanks to…, rid the world of hunger, be satisfied with…, care little about…, spend money on…, lead a comfortable life, have troubles, equip sb. for sth., care about…, keep one’s time for…, play one’s violin, play mah-jong, ride one’s motorcycle, wish for…, in a dream, an ear of rice, a grain of rice, awake from one’s dream
3. Reading, identifying and summarizing
Attention, please! It is time to skim the text one more time and identify the topic sentence of each paragraph.
(Minutes later) Xue Hongmei, would you read to the class the four topic sentences you identified?
What about the main idea of the passage? Who will volunteer to give the class his summary of the main idea? Bai Jianfang, you’d like to say something? Go ahead!
4. Understanding difficult sentences
In groups of four, analyze the structure of the difficult sentences. If you have any problems which are too difficult for you to solve do not hesitate to put them to me.
5. Reading and transferring
In pairs, read the text, find information to complete the following form.
Facts about Yuan Longping Facts about Yuan’s super hybrid rice
age capacity
education application
major contribution
hobby overseas
ideal future
IV. Closing down
Closing down by doing exercises
In the last five minutes let’s do the comprehension exercises on page 10. Check your answers against your neighbour’s when you have finished.
Closing down by having a dictation
To end the period you will take a dictation. It is about Yuan Longping, “Father of Super hybrid rice”.
Yuan Longping, China's Most Famous “Farmer”
Yuan came up with the idea of hybridizing rice for the first time in the world in 1960s.
Since then, 50 percent of China's total rice cultivation fields have grown such rice,
which added some 300 billion kilograms to the country's grain output. Furrows grown on his sunburnt face, a slim figure and coiled-up trousers legs would confuse foreign reporters who came to interview the most famous
scientist in China, who would rather be called “a farmer.”Indeed, like many Chinese
farmers, Yuan in his 70s and has devoted most of his life growing rice in paddyfields,
but unlike those farmers, he reaps the seed from experimental fields only
for hybridizing rice.
2．A sample lesson plan for Learning about Language
(The –ing form as the Subject & Object)
Aims
To help students learn about The –ing form as the Subject & Object.
To help students discover and learn to use some useful words and expressions.
To help students discover and learn to use some useful structures.
Procedures
I. Warming up
Warming up reading aloud the text A PIONEER FOR ALL PEOPLE
Language is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.
II. Discovering useful words and expressions
In pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes.
III. Learning about grammar
1. Read and identify
Read the text about Yuan Longping again, paying attention to the sentences which use the –ing form as the subject and object.
In the sentence “Wishing for things, however, cost nothing. “the –ing is used as subject.
It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.
2. Consolidating by do exercises
To consolidate your understanding you will be given 10 minutes to go over exercises 1,2,3,4 and 5 on pages 12 and 13. You may just write on your text book. I mean the student’s book you are working by.
III. Ready used materials for The –ing form as the Subject & Object)
语法学习--动名词
1. 动名词作主语
1） 名词直接放在句首作主语。例如：
Using the right hand to shake hands is a convention in many countries.
用右手握手是许多国家的一种习俗。
2） 动名词在“It is no use/ no good/ fun / a waste of time/ a good pleasure 等名词 + doing”结构中作主语，it为形式主语。例如：
It is no good writing to him; he never answers letters.
写信给他不妥，他从来不回信。
It is no use your complaining; the company won’t do anything about it.
抱怨是没有用的，公司是不会管的。
3） 动名词在“It is useless/ nice/ good/ interesting/ worthwhile 等形容词 + doing”结构中作主语。例如：
It is good playing chess after supper.
晚饭后弈棋挺好。
It is useless speaking.
光说是没有用的。
4） 动名词在“There is(was) no + doing”结构中作主语。例如：
There is no denying that she is very efficient.
她效率高是不容否认的。
There is no telling what he is going to do.
他要做什么一点消息都没有。
2. 动名词作宾语
1） 有些动词后面要求跟动名词作宾语。常这样用的动词有：
admit 承认 ； excuse 原谅 ； postpone 拖延 ；anticipate 期望； fancy 想象
practise 练习； appreciate 欣赏； finish 完成； prevent 防止； avoid 避免；
forbid 禁止； propose 建议； consider 考虑； forgive 宽恕； recollect 回忆；
delay 耽搁； imagine 想象； resent 厌恶； deny 否认； involve 涉及；
resist 抵制； detest 厌恶； keep 保留； risk 冒险； dislike 讨厌； mind 在意； save 挽救； dread 害怕； miss 错过； suggest 建议； enjoy 喜欢； pardon 原谅；
understand 理解； escape 逃避；permit 允许
例如：
I recommend buying the dictionary.
我建议买这本词典。
I don’t anticipate meeting any opposition.
我估计不会遇到任何反对意见。
Will you admit having broken the window?
你承认不承认打破了窗户？
2） 有些动词短语后也要求跟动名词作宾语。常这样用的动词短语有：
can’t stand 忍不住； can’t help 忍不住； feel like 想，欲；
give up 放弃； put off 推迟
例如：
He put off making a decision till he had more information.
在获得详情之前，他没有急于作出决定。
Do you feel like taking a walk?
你要不要去散步？
3） 动名词常跟在介词或介词短语后做宾语。常这样用的介词短语有：instead of, look forward to, object to, keep on, see about, take to 等。
例如：
We are looking forward to coming to China.
我们期待着来中国。
We succeeded in getting over all the difficulties.
我们终于克服了所有的困难。
4） 在“have difficulty (trouble, problem, a hard time, fun, a good time) (+in) + 动名词； be busy (in) + 动名词；waste time (in) + 动名词；lost time (in) + 动名词；There is no point (in) + 动名词”等结构中，动名词做介词宾语，in常要省去。例如：
The children are busy doing their homework.
孩子们忙于做作业。
There is no point (in) making the simple experiments once again.
再做一次这种简单的实验是毫无意义的。
5） 在复合宾语中，用it作形式宾语，将动名词短语放在后面。例如：
I consider it a waste of time arguing about it.
我认为辩论这事是很浪费时间的。
6） 在“there be”结构当中，be为动名词时，该结构也是一种带逻辑主语的动名词形式。例如：
We can imagine there being a lot of fuss about it.
我们可以想象到人们对此大惊小怪。
Were you disappointed at there not having been more gifts?
你对没有更多的礼物感到失望吗？
3. 动名词的被动式
1） 动词need, require, want, deserve后，用动名词的主动形式表示被动意义。其用法相当于不定式的被动结构。例如：
The watch needs repairing. (=The watch needs to be repaired.)
这块表需要修理。
The problem deserves thinking about. (=The problem deservers to be thought about.)
这个问题值得考虑。
2） 在（be）worth后面只能用动名词的主动态来表示被动意义。例如：
His suggestion is worth considering.
他的提议值得考虑。
IV. Closing down by doing a quiz
巩固练习: 动名词要点单项选择测验
1. While shopping, people sometimes can't help ________ into buying something they don't really need.
A. to persuade B. persuading C. being persuaded D. be persuaded
2. -How do you deal with the disagreement between the company and the customers?
-The key ________ the problem is to meet the demand ________ by the customers.
A. to solving; making
B. to solving; made
C. to solve; making
D. to solve; made
3. How about the two of us ________ a walk down the garden?
A. to take B. take C. taking D. to be taking
4. -What do you think made Mary so upset?
- ________ her new bicycle.
A. As she lost B. Lost C. Losing D. Because of losing
5. -We don't allow anyone ________ here.
-Well, I hate to say it again. We don't allow ________ here.
A. to smoke; smoking
B. smoking; to smoke
C. to smoke; to smoke
D. smoking; smoking
6. They thought there is no trouble ________ their favorite brand from other brands.
A. to tell B. telling
C. tell D. told
7. Some birds finally reach home by accidentally ________ landmarks which they recognize.
A. to come across B. coming around C. coming across D. to come around
8. Millions of pounds have been spent ________ the free state education system in Britain.
A. to improving B. in improving C. to improve D. to have improved
9. A large glass of water before you eat may help ________ too excited before delicious foods.
A. to keep you from getting
B. to carry you from getting
C. to prevent you to get
D. to stop you to get
10. ________ for school once in a while often makes Mr. Smith angry.
A. Tom being late B. Tom to be late C. For Tom being late D. Tom's being late
Key: 1-5 CBCCA 6-10 BCBAD
3． A sample lesson plan for Using Language
(Organic Farming)
Aims
To help students read the passage Organic Farming.
To help students to use the language by reading, listening, speaking and writing.
Procedures
I. Warming up
Warming up by listening and reading aloud
Language is created to be listened to and spoken first. So open your book to page 13 and read it aloud while listening to the recording. Watch your pauses between the thought groups.
II. Guided reading
1. Reading and translating
Read the text sentence by sentence, and put it into Chinese. Who will be the first to try. I will only have four of you to do this task. OK, Wang Shan. You got it, the opportunity, I mean.
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from ORGANIC FARMING
gain a meaning, refer to…, make the soil fertile, natural waste from animals, put…in the field, make the soil rich, become healthy, develop a healthy soil, reduce diseases, grow strong and healthy, keep…free from…, leave…in the ground, as a result, get exhausted, kill bacteria and pests, insist on…, change crops, be followed by…, put…back into …, need a deeper level of soil, prefer doing sth, plant…between crops, prevent…from…, carry away…, make sure that
3. Doing exercises
Now you are going to do exercises No. 1, 2 and 3 on page 14 following the article.
4. Listening
For listening turn to page 14 and then 15 for the listening exercises 1, 2 and 3. Are you ready?
5. Reading, speaking and writing
When trying to argue people into or out of doing something we may use the following expressions:
I would rather… I don’t like…because…
I’d prefer…because It’s a great pity that…
Should I / we…? It’s better to…
This is good value because… If I have a choice I’d choose…because
What is the advantage of…? You need to…
In pairs you are to make up a dialogue to argue each other into or out adopting organic farming. I will argue with your monitor, Liang Bochao. Get started.
III. Guided writing
1. Writing a poster
Writing a poster which includes all the information about the uses of computer so that you will encourage more farmers to buy and use. You are asked to base your poster on the overall pattern of the article you learned Organic Farming. Limit your poster to between 200 and 250 words.
2. Writing a speech
Write a speech for Professor Yuan Longping. He is to attend an international conference on modern agriculture. You may also make use of the library and network resources for the task.
IV. Further applying
Finding information
Read online to find as much information as possible about Professor Yuan Longping and his research group. Share your findings with you partner next time you are here.
Writing a report
Go back home to interview your parents or your grandparents about China’s agriculture, its past and present situations. Write a report in English in about 500 words as a weekly project.
Acting a text play
Turn either one of the two articles into a text play. Rehearse it and play it in front of the class. The play shall last at least 10 minutes.
IV. Closing down
Closing down by filling a form
To end the period please fill in the form below.
What is organic farming?
definition
characteristics
potentials
Closing down by imaging
Imagine and write about what the agriculture will be like 50 years from now in the future. Use your imagination to compete for “wild thinking prize”.
Part Two: Teaching Resources (第二部分：教学资源)
1．A text structure analysis of A PIONEER FOR ALL PEOPLE
I. Type of writing and summary of the idea
Type of writing This is a piece of narrative writing.
Main idea of the passage
Being a agriculture professor Yuan Longping has been searching for a way to increase rice harvests without expanding the area of fields. Super hybrid rice invented by his group turns out to be the best way out. Thus he is given the name of “Father of Hybrid Rice”.
Topic sentence of 1st paragraph Dr. Yuan grows what is called super hybrid rice.
Topic sentence of 2nd paragraph Yuan’s hybrid rice produces harvests twice as large as before.
Topic sentence of 3rd paragraph Professor Yuan gives millions of yuan to equip others for their research in agriculture.
Topic sentence of 4th paragraph Dr. Yuan dreams that his rice can be exported to more foreign countries.
II. A tree diagram of A PIONEER FOR ALL PEOPLE
III. A retold passage of the text of A PIONEER FOR ALL PEOPLE
A possible version
Yuan Longping is a man who works the land, does his research and grows hybrid rice. He is an agricultural pioneer to have a high output of rice without expanding the area of fields. He devotes his whole life to finding ways to increase the rice output, to feed both the Chinese and the world people. He is circulating his knowledge so that more farmers can be free from hunger and satisfied with their lives. Yuan cares little about his money and fame. He keeps his time for teaching farmers and growing rice. He wish for more cheep rice for all the people. Yuan Long ping is a great person.
2．Background information on Women of achievement
I. Yuan Longping, China's Most Famous “Farmer”
(.02.19 21:59:30 Xin Hua News Service)
CHANGSHA, February 19 (Xinhuanet) -- It says every scientist cherishes a childhood dream indicating his or her future success, but for Yuan Longping, dubbed as “father of hybrid rice,” the dream is that he cultivates rice as plump as peanuts, and farmers can relax in the cool shadow of big rice plants.
Yuan, 71, won a 5 million yuan State Supreme Science and Technology Award today, known as the Nobel Prize in China, for his outstanding achievements in breeding high-yield hybrid rice, which has substantially increased China's grain output.
Yuan came up with the idea of hybridizing rice for the first time in the world in 1960s. Since then, 50 percent of China's total rice cultivation fields have grown such rice, which added some 300 billion kilograms to the country's grain output.
Furrows grown on his sunburnt face, a slim figure and coiled-up trousers legs would confuse foreign reporters who came to interview the most famous scientist in China, who would rather be called “a farmer.”
Indeed, like many Chinese farmers, Yuan in his 70s and has devoted most of his life growing rice in paddy fields, but unlike those farmers, he reaps the seed from experimental fields only for hybridizing rice.
The urbanite-turned-farmer graduated from Southwest Agriculture College in 1953 has his name related to the world's most advanced agricultural technology. Four minor planets, a listed seed company 's and a science college in China were named after him, which were the first time that a Chinese scientist's name is valued for its intellectual assets.
Is organic food safe?
Yes. Organic food is as safe to consume as any other kind of food. Just as with any kind of produce, consumers should wash before consuming to ensure maximum cleanliness. As cited above, organic produce contains significantly lower levels of pesticide residues than conventional produce. It is a common misconception that organic food could be at greater risk of E. coli contamination because of raw manure application although conventional farmers commonly apply tons of raw manure as well with no regulation whatsoever. Organic standards set strict guidelines on manure use in organic farming: either it must be first composted, or it must be applied at least 90 days before harvest, which allows ample time for microbial breakdown of any pathogens.
By lending his name to the Longping High-tech, a seed company, Yuan obtained a 5 per cent stake, or 2.5 million shares worth 2 million yuan, in the firm.
However, Yuan said his research requires the lifestyle of a farmer, or rather a migrating farmer, as he has conducted extensive research related to the cultivation of new strains of hybrid rice “Super Hybrid Rice” in some 10 provinces.
In the year , more than 300 billion kilograms of grain were increased from about 240 million hectares of hybrid rice, which signified the success of his research. And this made Yuan firmly believe that China can surely feed her 1.2 billion population with her limited cultivated land.
The “Super Rice” yields are 30 percent higher than those of common rice. The record yield of 17,055 kilograms per hectare was registered in Yongsheng County in Yunnan in 1999.
But even after that achievement Yuan won't take a break. He has a dream, more realistic than that of his young age, that popularizing new strains of grain with higher yields around the world, can eliminate starvation on earth.
The UN Food and Agriculture Organization (FAO) has vowed to get involved in the work of spreading the coverage of Yuan's high- yield hybrid rice, which it considers the best way to increase the world's grain output.
How do organic farmers fertilize crops? How do they control pests, diseases, and weeds?
Organic farmers build healthy soils by nourishing the living component of the soil, the microbial inhabitants that release, transform, and transfer nutrients. Soil organic matter contributes to good soil structure and water-holding capacity. Organic farmers feed soil biota and build soil structure and water-holding capacity. Organic farmers feed soil biota and build soil organic matter with cover crops, compost, and biologically based soil amendments. These produce healthy plants that are better able to resist disease and insect predation. Organic farmers' primary strategy in controlling pests and diseases is prevention through good plant nutrition and management. Organic farmers use cover crops and sophisticated crop rotations to change the field ecology, effectively disrupting habitat for weeds, insects, and disease organisms. Weeds are controlled through crop rotation, mechanical tillage, and hand-weeding, as well as through cover crops, mulches, flame weeding, and other management methods. Organic farmers rely on a diverse population of soil organisms, beneficial insects, and birds to keep pests in check. When pest populations get out of balance, growers implement a variety of strategies such as the use of insect predators, mating disruption, traps and barriers. Under the National Organic Rule, growers are required to use sanitation and cultural practices first before they can resort to applying a material to control a weed, pest or disease problem. Use of these materials in organic production is regulated, strictly monitored, and documented. As a last resort, certain botanical or other non-synthetic pesticides may be applied.
The FAO's 1991 statistics show that 20 percent of the world's rice output was yielded from 10 percent of the world's rice fields, which grow hybrid rice.
“If the new strain was sown in the rest of the rice acreage, the present grain output around the world can be more than doubled. This can be a solution to the grain shortage,” said the unselfish scientist.
In 1980, Yuan went to the United States at the invitation of the International Rice Research Institute to share his knowledge about the cultivation technology of hybrid rice. He was also employed in 1991 as the chief consultant of FAO to bring his research methods to other countries.
With the help of Chinese scientists, the acreage of hybrid rice in Viet Nam and India increased to 200,000 hectares and 150,000 hectares in 1999, respectively.
The rice research costs time to prove its value. At the age of 43, Yuan cultivated the world's first hybrid rice. At that time the country's grain yield was about 4,500 kilogram per hectare.
“The natural disaster and policy miscarriage further deteriorated starvation in China by then,” Yuan recalled tearfully.
This is his motivation to stimulate his research. Largely due to his scientific progress, China's total rice output rose from 5. 69 billion tons in 1950 to 19.47 billion tons last year. The growth rate of rice output far exceeded the population growth speed.
Some people estimate Yuan's actual fortune might amount to more than 100 million yuan (12 million U.S. dollars), making him one of the richest people in China. But he doesn't know for sure himself, for he seems not to care about his own assets than the rice harvest.
Some people asked him to move the focus of his research from improving amounts of hybrid rice to the quality and taste, which would be easier to do. But, the stubborn academician insisted that the amount of hybrid rice's per unit yield still outweighs the quality, for his foremost task is to improve the grain reserve in developing countries. Enditem
2.
What is organic farming?
Organic refers to agricultural production systems used to produce food and fiber. All kinds of agricultural products are produced organically, including produce, grains, meat, dairy, eggs, fibers such as cotton, flowers, and processed food products. Organic farming management relies on developing biological diversity in the field to disrupt habitat for pest organisms, and the purposeful maintenance and replenishment of soil fertility. Organic farmers are not allowed to use synthetic pesticides or fertilizers. Some of the essential characteristics of organic systems include: design and implementation of an “organic system plan” that describes the practices used in producing crops and livestock products; a detailed recordkeeping system that tracks all products from the field to point of sale; and maintenance of buffer zones to prevent inadvertent contamination from adjacent conventional fields.
3．Words and expressions from Unit 2 Working the land
I. Words for Reading
hunger n. 饥饿，欲望；vt. & vi. (使)饥饿：feel hunger, die of hunger, have a hunger for fame， hunger for [after] friends 渴望朋友
sunburn vt. & vi. 日晒：She sunburns easily. 她很容易晒黑。 get sunburnt 晒黑
sunburnt a. 晒黑的：a sunburnt face
struggle vt. & vi. 斗争，努力：struggle to get out， struggle with [against]…, struggle for…
super a. 特级的： a super star, a super software, a super highway
hybrid a. 混合的：hybrid news, Hybrid cars take hold in US. 混合（动力）汽车登陆美国市场。
output n. 产量，输出：the daily output of a factory, the monthly output of TV sets
strain n. 种类：come of a good strain 出自名门，new HIV strain 爱滋病新变种
expand vt. & vi. 使变大：expand one’s wings, expand one’s business, expand…into…, expand into…
circulate vt. & vi. 循环，传播：Blood circulates in the body., He circulated a false rumor.
rid…of 摆脱， 除去：We have to rid the garden of weeds. At last I’m rid of debt.
satisfied a. 满意的：be satisfied with…, be satisfied to do sth., be satisfied of…确信……， be satisfied that… 确信……
lead a … life： 过……生活
equip vt. & vi. 配备：equip sb. with… 给某人配上，be equipped with…
freedom n. 自由：have the freedom to do sth., freedom of speech, enjoy freedom from poverty 享受免于贫困的生活 / The French philosopher Jean-Jacques Rousseau asserted that the condition of freedom was inherent to humanity, an inevitable facet of the possession of a soul and sapience, with the implication that all social interactions subsequent to birth imply a loss of freedom, voluntary or involuntary.
would rather宁愿，宁可：I would rather not go. I would rather drink tea than coffee.
violin n. 小提琴：play the violin, play music on the violin, He is the first violin. 他是第一小提琴手。
motorcycle n. 摩托车：ride a motorcycle, the motorcycle riders
sorghum n. 高粱：grain sorghum production，sorghum flour高粱面，sweet sorghum growing at a research station in China
grain n．谷物；粮食；颗粒：grain sorghum, a grain of rice, grains of sands, grind grain into flour把谷物磨成粉
peanut n. 花生：a peanut farmer, a peanut grower, spread peanut on the bread 把花生酱抹在面包上
export vt. & vi. 输出， 出口：export… to a country 向某国出口某物
II. Words for Learning about Language
suitable a. 合适的；适当的：be suitable for…， a suitable answer， be suitable to do sth.
darken vt. & vi. (使)变暗；(使)变黑：He darkened the room by turning out the light. The sky darkened as the storm approached.
organic a. 有机的；器官的：organic life生物, organic farming 有机农业耕作
chemical a. 化学的；关于化学的：a chemical change, 化学变化, a chemical experiment 化学实验
fertilizer n. 肥料，化肥：fertilizer manufacturing company，a fertilizer spreader化肥撒播器
III. Words for Using Language
(ORGANIC FARMING)
refer to查阅：谈到，指的是：refer to it indirectly 间接提到它，refer to web documents 查阅我的网页
mineral n. 矿物， 矿石：mineral exploration and mining 矿物勘探和开采，Ministry of Lands and Mineral Resources 土地和矿产资源部/ Minerals are natural compounds formed through geological processes. The term “mineral” encompasses not only the material's chemical composition but also the mineral structures. Minerals range in composition from pure elements and simple salts to very complex silicates with thousands of known forms (organic compounds are usually excluded). The study of minerals is called mineralogy.
fertile a. (指土地)肥沃的：fertile land, a fertile imagination丰富的想象, a place fertile of wheat 盛产小麦的地方
reduce vt. 减少：reduce… to… 把……减少到……， reduce staff裁员
supply n. vt. 补给， 供应：supply sb. with…，supply… to sb. , have enough supply of food
bacteria n. 细菌：I do not know how bacteria spreads. / Bacteria (singular, bacterium) are a major group of living organisms. They are microscopic and mostly unicellular, with a relatively simple cell structure lacking a cell nucleus, cytoskeleton, and organelles such as mitochondria and chloroplasts. Their cell structure is further described in the article about prokaryotes, because bacteria are prokaryotes, in contrast to organisms with more complex cells, called eukaryotes. The term “bacteria” has variously applied to all prokaryotes or to a major group of them, depending on ideas about their relationships.
pest n. 害虫：pest control technicians 害虫控制技术员， natural enemies of pest species 害虫的天敌
soybean n. 大豆：soybean products，soybean farmers，soybean grower，in many soybean growing regions
level n. 水平，级别：a high level of civilization, above [below] the ordinary level, attain the world level
whatever pron. 凡是……；无论什么 a. 无论怎样的：eat whatever you like, Whatever you do, do your best.
summary n. 总结；摘要：a summary of the discussion, the Summary Report
exchange vt. & n. 交换，兑换；exchange sth. with sb. 与某人互换某物， exchange A for B ，以A交换B
nutrition n. 营养；食物：Public Health and Nutrition Research，learn about eggs and good nutrition/ Nutrition is interpreted as the study of the organic process by which an organism assimilates and uses food and liquids for normal functioning, growth and maintenance and to maintain the balance between health and disease. Also included is the idea of an optimal balance of nutrients and whole foods, to enable the optimal performance of the body.
certain a. 确定的；必然的：be certain that, be certain why, be certain of, be certain to do sth. It is certain that, for certain, make certain
Unit 3 A taste of English humour
Part One: Teaching Design (第一部分：教学设计)
1. A sample lesson plan for reading
(NONVERBAL HUMOUR)
Aims
To help students develop their reading ability.
To help students learn about English humour.
Procedures
I. Warming up
Warming up by defining “Humour”
What is “Humour”? Does any one of you know anything about humour? Look at the sreen and read the definition of Humour from the Internet.
temper: a characteristic (habitual or relatively temporary) state of feeling; “whether he praised or cursed me depended on his temper at the time”; “he was in a bad humor”
wit: a message whose ingenuity or verbal skill or incongruity has the power to evoke laughter
humor: (Middle Ages) one of the four fluids in the body whose balance was believed to determine your emotional and physical state; “the humors are blood and phlegm and yellow and black bile”
liquid body substance: the liquid parts of the body
humor: the quality of being funny; “I fail to see the humor in it”
humor: the trait of appreciating (and being able to express) the humorous; “she didn't appreciate my humor”; “you can't survive in the army without a sense of humor”
humor: put into a good mood
Warming up watching and listening
Hi, everyone! We are going to learn about A taste of English humour today. Now watch the slides/ pictures and listen to the English humour poems.
Why worry?
There are only two things to worry about:
Either you are well or you are sick.
If you are well, then there is nothing to worry about.
If you are sick, there are two things to worry about:
Either you will get well or you will die.
If you get well, then there is nothing to worry about.
If you die, there are only two things to worry about:
Either you will go to Heaven or Hell.
If you go to Heaven, there is nothing to worry about.
But if you go to Hell, you will be so damn busy
Shaking hands with friends, you wont have time to worry.
Whose job ...?
This is the story about four people named Everybody,
Somebody, Anybody and Nobody.
There was an important job to be done,
and Everybody was sure that Somebody would do it.
Anybody could have done it, but Nobody did it.
Somebody got angry about that
because it was Everybodys job.
Everybody thought Anybody could do it,
but Nobody realised that Everybody wouldnt do it.
It ended up that Everybody blamed Somebody
When Nobody did what Anybody could have done
II. Pre-reading
Telling the truth -Why do you like to laugh at?
I like to laugh at cartoons,for they’re lovely and fun.
I like to laugh at fairy tales. They are amusing and interesting.
Many years ago there lived an Emperor who was so exceedingly fond of fine new clothes that he spent vast sums of money on dress. To him clothes meant more than anything else in the world. He took no interest in his army, nor did he care to go to the theatre, or to drive about in his state coach, unless it was to display his new clothes. He had different robes for every single hour of the day.
III. Reading
1. Reading aloud to the recording
Now please listen and read aloud to the recording of the text NONVERBAL HUMOUR. Pay attention to the pronunciation of each word and the pauses between the thought groups. I will play the tape twice and you shall read aloud twice, too.
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from NONVERBAL HUMOUR
Slide on…, bump into…, round a corner, fall down…, in the road, see other people’s bad luck, at times, feel content with…, be worse off, astonish… with…, inspire…in sb., play a character, be born in poverty, become famous, use a particular form of acting, ancarry entertaining silent movie, a charming character, be well known throughout the world, play a poor and homeless person, wear large trousers, carry a walking stick, a social failure, be loved by…, overcome difficulties, be unkind to …, make…entertaining, a sad situation, a boiled shoe, make… funny, use nonverbal humour, in the middle of the nineteenth century, discover gold, in search of…, rush there, pan for gold, wash… from…, in a pan of water, pick up…, be fortunate enough, be cought on the edge of…, in a snowstorm, in a small wooden house, have nothing to eat, boil a pair of leather shoes, sit down at a table, a drinking cup, pick out…, cut off…, treat… as if…, eat every monthful with enjoyment, direct a movie, give… a special Oscar, one’s lifetime outstanding work, live one’s life in…,
3. Reading to identify the topic sentence of each paragrap
Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.
4. Reading and transferring information
Read the text again to complete the table.
NONVERBAL HUMOUR
What is nonverbal humour?
Who is Charlie Chaplin?
How does he make a sad situation entertaining?
What is the story of The Gold Rush?
Facts about Oscar
A brief life history of Charlie Chaplin
5. Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1and 2 on pages 18 and 19.
Closing down by watching a silent movie by Charlie Chaplin
Do you like watching movies? Do you like humourous movies? Now let’s watch a silent humourous movie by Charlie Chaplin. It’s Charlie Chaplin's first film: Making a Living
Closing down by reading about Charlie Chaplin
To end the period we shall read an article about Charlie Chaplin. Now look at the screen and read it aloud with me.
Charlie Chaplin (April 16, 1889 - December 25, 1977)
Charlie Chaplin, who brought laughter to millions worldwide as the silent “Little Tramp” clown, had the type of deprived childhood that one would expect to find in a Dickens novel. Born in East Street, Walworth, London on 16 April, 1889, Charles Spencer Chaplin was the son of a music hall singer and his wife. Charlie Chaplin's parents divorced early in his life, with his father providing little to no support, either financial or otherwise, leaving his mother to support them as best she could. Chaplin's mother Hannah was the brightest spot in Charlie's childhood; formerly an actor on stage, she had lost her ability to perform, and managed to earn a subsistence living for herself, Charlie, and Charlie's older half-brother Sidney by sewing. She was an integral part of Charlie's young life, and he credited her with much of his success. Sadly, she slowly succumbed to mental illness, and by the time that Charlie was 7 years old, she was confined to an asylum; Charlie and Sidney were relegated to a workhouse (a government facility for orphaned and abandoned children) -- not for the last time. After 2 months, she was released, and the family was happily reunited, for a time. In later years, she was readmitted for an 8-month stretch later, during which time Charlie lived with his alcoholic father and stepmother, in a strained environment.
2．A sample lesson plan for Learning about Language
(The –ing form as the Predicative, Attributive & Object)
Aims
To help students learn about The –ing form as the Predicative, Attributive & Object)
To help students discover and learn to use some useful words and expressions.
To help students discover and learn to use some useful structures.
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Turn to page 19 and do exercises No. 1, 2 , 3, 4 and 5. Check your answers against your classmates’.
II. Learning about The –ing form as the Attributive
What is attributive? It is something placed before the nouns to be modified: “red” is an attributive adjective in “a red apple”. “walking ” is also an attributive adjective in “a walking stick”.
The –ing form as the Attributive
The –ing form作定语时表示该动作正在进行。单个The –ing form作定语通常放在被修饰词的前面. The –ing form短语作定语则放在被修饰词之后。如:
The rising sun looks very beautiful. 冉冉升起的太阳看上去很美。
若被修饰词与The –ing form是被动关系时,须用The –ing form的被动式(being done)作定语。如:
The song being broadcast is very popular with the young students. 正在播放的歌曲深受青年学生的欢迎。
注意The –ing form作定语与所修饰的名词有逻辑上的主谓关系,或表示作用与用途。如:
Let sleeping dogs lie. 别招惹麻烦。(The –ing form相当于定语从句 which are sleeping)
I think some sleeping pills may help you. 我想安眠药可以助你入睡。(The –ing form表示用途,相当于pills for sleeping)
III. Ready used materials for The –ing form as the Predicative, Attributive & Object
Which verbs can be followed by the -ing form?
One of the most important simple principles that grammarians tend to miss is the one that explains what verbs take the -ing form. The method of almost all books on English grammar is to give a list of such verbs. This implies that it is completely arbitrary whether a verb takes the -ing form or not, that God has closed his eyes and pricked off verbs here and there at random with a pin. Students are thus cut off from insight into a basic pattern of meaning, and confronted with a lifeless series of unconnected words which they have to learn by heart. They are pushed into a purely mechanical process that misses the essential truth that learning languages is learning about meanings and their logical connections to other meanings. It is significant of the impractical arbitrariness of these lists that there are almost no two of them that are the same, even where the most common of the verbs used with -ing are concerned.
When contrasting the -ing form with the infinitive, the basic point to remember is that
-ing can always mean, among other things, a verb-noun, an
'action-thing'.
The fact that -ing can always mean a 'thing' gives us the following practical principle:
If you can say I (etc.) - verb - it (e.g. I like it), you can use I - verb -ing (e.g. I like eating).
Avoid it. Avoid stepping on the grass if you can.
Do you mind it? Do you mind shutting the window?
He couldn't risk it. He couldn't risk hurting the children.
This is a principle virtually without exceptions. But naturally there are many verbs that in practice are never used with -ing simply because nobody ever wants to express that 'action' meaning of -ing with them. The process is always self-regulating, so to speak - one says whatever makes sense. We can look at some examples of the use of -ing with verbs that appear on few, if any, of most grammarians' lists.
They have added mistreating prisoners to the list of charges.
I can't really afford living like this.
The council no longer allows smoking in public buildings.
aim - (It is hard to think of a sensible example of -ing being used with this verb. Can you?)
The club arranges dancing for the pensioners.
The chairman claimed breaking the strike as a great triumph.
I don't count making money as a virtue.
The investigators discovered cheating on a huge scale.
We must encourage planting earlier in the season.
I thank travelling for teaching me much about the human condition.
The principle applies equally to phrasal verbs, both the 'prepositional' type and the 'adverbial particle' type.
She insisted on helping me.
Bill's putting off writing till tomorrow. (Or: ...putting writing off..)
The managing director picked out idling on the job as the main cause of the declining profits.
turn up - (Another example of a verb I am unable to think of any sensible use for with -ing.)
(Notice that in the second and third sentences above, an it used instead of the -ing form would come between putting and off and between picked and out.)
There are uses of -ing which appear to contradict the it-substitution principle. Two examples of them involve expressions that both have the sense of continue: carry on and go on. One can say Carry on talking, but not *Carry on it. That, however, is merely because unemphasized pronouns are never used at the end of phrasal verb phrases (e.g. in a dictionary one looks it up, not *looks up it). With go on one cannot even say *go it on. This again can be explained simply. One does not *go a thing, while with the sense of continue one does not say *go on it for the same reason that one does not say *Carry on it.
IV. Closing down
Closing down by discovering
To end the period you are going to skim the text and the previous texts to find out all the examples containing –ing forms used as the predicative, attributive and object.
Closing down by exercises
In the last few minutes you are to do exercises 1, 2, 3 and 4 on page 21. Check your answers against those of your groupmates’
3． A sample lesson plan for Using Language
(Jokes about Sherlock Holmes and Doctor Watson)
Aims
To help students read the paragraph of Jokes about Sherlock Holmes and Doctor Watson
To help students to use the language by reading, listening, speaking and writing.
Procedures
I. Warming up
Warming up by reading school jokes
There are lots of jokes in English about school life. Read these two to see whether you will laugh or not.
Why must we learn this? 为什么要学这个呀？
One day our professor was discussing a particularly complicated concept. A pre-med student rudely interrupted to ask, “Why do we have to learn this pointless information”
“To save lives.” the professor responded quickly and continued the lecture.
A few minutes later, the same student spoke up again. “So how does physics save lives?” he persisted.
“It keeps the ignoramuses like you out of medical school,” replied the professor.
I will do anything to pass 说啥也要考个及格
A student comes to a young professor's office hours. She glances down the hall, closes his door, kneels pleadingly.
“I would do anything to pass this exam.” She leans closer to him, flips back her hair, gazes meaningfully into his eyes. “I mean...” she whispers, “...I would do...anything.”
He returns her gaze. “Anything?”
“Anything.”
His voice softens. “Anything??”
“Absolutely anything.”
His voice turns to a whisper. “Would you...study?”
II. Guided reading
1． Reading and translating
Read the paragraph on page 22 and translate it into Chinese sentence by sentence.
2. Reading and underlining
Next you are to read the paragph and underline all the useful expressions or collocations in it. Copy them to your notebook after class as homework.
Collocations from the paragraph on page 22
Go camp, in a mountainous area, lie in the open air, under the stars, look up at the stars, think of…, try a third time, in one’s beds
3. Doing the exercise
Now you are going to do the exercise No. 1 on page 22.
III.Guided Speaking
Think of funny stories in English and telll them to your group mates.
________________________________________
The Student and the Pharmacist 学生和药剂师
A somewhat advanced society has figured how to package basic knowledge in pill form. A student, needing some learning, goes to the pharmacy and asks what kind of knowledge pills are available.
The pharmacist says, “Here's a pill for English literature.” The student takes the pill and swallows it and has new knowledge about English literature!
“What else do you have?” asks the student. “Well, I have pills for art history, biology, and world history,” replies the pharmacist.
The student asks for these, and swallows them and has new knowledge about those subjects. Then the student asks, “Do you have a pill for math?”
The pharmacist says, “Wait just a moment,” and goes back into the storeroom and brings back a whopper of a pill and plunks it on the counter.
“I have to take that huge pill for math?” inquires the student. The pharmacist replied, “Well, you know... math always was a little hard to swallow.”
Out of the mouths of babes 出自孩子之口
My two and a half year old grandson lives with his mother. Her roommate also has a two and a half year old child, a daughter. A few days ago they were playing together and my grandson noting that his playmate's stomach was exposed ,took his forefinger and poked her belly button. She thought that this was great and they both had a laugh about it.
Sometime later his playmate raised her arms inviting my grandson to poke her belly button again. As he moved his forefinger toward her for a repeat performance, she suddenly lowered her arms, backed away and said, “No! I have a headache.”
IV.Guided Writing-Learn to write jokes
There are two main parts to the structure of a joke. The first prepares you for the laugh by telling a story which creates a sense of expectation. The second part of the joke, the punch line, provokes laughter by telling an unexpected and different story, yet one which is still compatible with the first, as in this example: “My wife just ran off with my best friend. Boy, do I miss him.” and “I had a mud pack facial done, and for three days my face looked much better. Then the mud fell off.” Notice the assumption that is made in both these examples. In the first, you assume the person telling the story is angry with his wife, so the punch line surprises you because he's feeling something different and unexpected. Again, in the second example, you'd most likely assume the mud had been removed, leaving the face looking better, so the punch line takes you by surprise.
So, to write jokes you need to practice reading statements and writing down the asumptions you make about them. You must be able to interpret the statement (first story line) in at least two different ways in order to provide the second, different story i.e. the punch line. And what to write about? Anything that interests you. Anything you have strong opinions about.
Now write down your own jokes, in English.
IV. Closing down by acting
To end this period, we are going to act the film by Charlie Chaplin The Great Dictator.
The Great Dictator 大独裁者
Schulz: Speak - it is our only hope.
The Jewish Barber (Charlie Chaplin's character): Hope... I'm sorry but I don't want to be an Emperor - that's not my business - I don't want to rule or conquer anyone. I should like to help everyone if possible, Jew, gentile, black man, white. We all want to help one another, human beings are like that.
We all want to live by each other's happiness, not by each other's misery. We don't want to hate and despise one another. In this world there is room for everyone and the earth is rich and can provide for everyone.
The way of life can be free and beautiful.
But we have lost the way.
Greed has poisoned men's souls - has barricaded the world with hate; has goose-stepped us into misery and bloodshed.
We have developed speed but we have shut ourselves in: machinery that gives abundance has left us in want. Our knowledge has made us cynical, our cleverness hard and unkind. We think too much and feel too little: More than machinery we need humanity; More than cleverness we need kindness and gentleness.
Without these qualities, life will be violent and all will be lost.
The aeroplane and the radio have brought us closer together. The very nature of these inventions cries out for the goodness in men, cries out for universal brotherhood for the unity of us all. Even now my voice is reaching millions throughout the world, millions of despairing men, women and little children, victims of a system that makes men torture and imprison innocent people. To those who can hear me I say “Do not despair”.
The misery that is now upon us is but the passing of greed, the bitterness of men who fear the way of human progress: the hate of men will pass and dictators die and the power they took from the people, will return to the people and so long as men die [now] liberty will never perish...
Soldiers - don't give yourselves to brutes, men who despise you and enslave you - who regiment your lives, tell you what to do, what to think and what to feel, who drill you, diet you, treat you as cattle, as cannon fodder.
Don't give yourselves to these unnatural men, machine men, with machine minds and machine hearts. You are not machines. You are not cattle. You are men. You have the love of humanity in your hearts. You don't hate - only the unloved hate. Only the unloved and the unnatural. Soldiers - don't fight for slavery, fight for liberty.
In the seventeenth chapter of Saint Luke it is written “ the kingdom of God is within man ” - not one man, nor a group of men - but in all men - in you, the people.
You the people have the power, the power to create machines, the power to create happiness. You the people have the power to make life free and beautiful, to make this life a wonderful adventure. Then in the name of democracy let's use that power - let us all unite. Let us fight for a new world, a decent world that will give men a chance to work, that will give you the future and old age and security. By the promise of these things, brutes have risen to power, but they lie. They do not fulfil their promise, they never will. Dictators free themselves but they enslave the people. Now let us fight to fulfil that promise. Let us fight to free the world, to do away with national barriers, do away with greed, with hate and intolerance. Let us fight for a world of reason, a world where science and progress will lead to all men's happiness.
Soldiers - in the name of democracy, let us all unite!
Look up! Look up! The clouds are lifting - the sun is breaking through. We are coming out of the darkness into the light. We are coming into a new world. A kind new world where men will rise above their hate and brutality.
The soul of man has been given wings - and at last he is beginning to fly. He is flying into the rainbow - into the light of hope - into the future, that glorious future that belongs to you, to me and to all of us. Look up. Look up.“
Part Two: Teaching Resources (第二部分：教学资源)
1．A text structure analysis of NONVERBAL HUMOUR
I. Type of writing and summary of the idea
Type of writing This is a piece of describtive writing.
Main idea of the passage
Charlie Chaplin astonishes us with the deep feelings he can inspire in us for a character he is playing.
Topic sentence of 1st paragraph Some humour can be cruel.
Topic sentence of 2nd paragraph Charlie Chaplin is such an actor as to astonish us with the deep feelings.
Topic sentence of 3rd paragraph How did Charlie Chaplin make a sad situation entertaining?
Topic sentence of 4th paragraph The film of The Gold Rush is set in California.
Topic sentence of 5th paragraph Charlie Chaplin produced, directed, and wrote the movies he starred in.
II. A tree diagram of the text THEME PARKS -FUN AND MORE THAN FUN
III. A retold passage of the text
A possible version:
Sliding on a banana skin. Bumping into someone. Falling down a hole. These are some of the funny things we like to see other people doing. We feel content with ourselves because these other people are worse off than we are. And this feeling is so called “humour”.
Charlie Chaplin is a humourous actor. He astonishes us with humourous feelings he inspired in us. Born in poverty, he became famous by using a particular form of acting in entertaining silent movies. He was a charming character, being well known throughout the world. He played a poor and homeless person, wearing large trousers, carrying a walking stick. Be a social failure, he was, in the movies, loved by all the people. By overcoming difficulties, by being kind to people unkind to him, by making a sad situation entertaining, by eating a boiled shoe, Charlie Chaplin make us happy and excited. His use of nonverbal humour excellent in the film The Gold Runed in the middle of the nineteenth century in ,California where gold was dicovered. In search of gold people rushed there, panning for gold, washing gold from water in a pan of water, hoping to ipick up gold.
Such is Charlie Chaplin who produced, directed, and wrote movies that he starred in. He was given a special Oscar in 1972 for his lifetime outstanding work of bringing humour to us all.
2．Background information on theme parks
I. Six ways to improve your nonverbal communications
1. Eye contact:
Eye contact, an important channel of interpersonal communication, helps regulate the flow of communication. And it signals interest in others. Furthermore, eye contact with audiences increases the speaker's credibility. Teachers who make eye contact open the flow of communication and convey interest, concern, warmth and credibility.
2. Facial expressions:
Smiling is a powerful cue that transmits:
Happiness
Friendliness
Warmth
Liking
Affiliation
Thus, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. Smiling is often contagious and students will react favorably and learn more.
3. Gestures:
If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated. A lively and animated teaching style captures students' attention, makes the material more interesting, facilitates learning and provides a bit of entertainment. Head nods, a form of gestures, communicate positive reinforcement to students and indicate that you are listening.
4. Posture and body orientation:
You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal closeness results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class.
5. Proximity:
Cultural norms dictate a comfortable distance for interaction with students. You should look for signals of discomfort caused by invading students' space. Some of these are:
Rocking
Leg swinging
Tapping
Gaze aversion
Typically, in large college classes space invasion is not a problem. In fact, there is usually too much distance. To counteract this, move around the classroom to increase interaction with your students. Increasing proximity enables you to make better eye contact and increases the opportunities for students to speak.
6. Paralinguistics:
This facet of nonverbal communication includes such vocal elements as:
Tone
Pitch
Rhythm
Timbre
Loudness
Inflection
For maximum teaching effectiveness, learn to vary these six elements of your voice. One of the major criticisms is of instructors who speak in a monotone. Listeners perceive these instructors as boring and dull. Students report that they learn less and lose interest more quickly when listening to teachers who have not learned to modulate their voices.
7. Humor:
Humor is often overlooked as a teaching tool, and it is too often not encouraged in college classrooms. Laughter releases stress and tension for both instructor and student. You should develop the ability to laugh at yourself and encourage students to do the same. It fosters a friendly classroom environment that facilitates learning. (Lou Holtz wrote that when his players felt successful he always observed the presence of good humor in the locker room.)
Obviously, adequate knowledge of the subject matter is crucial to your success; however, it's not the only crucial element. Creating a climate that facilitates learning and retention demands good nonverbal and verbal skills. To improve your nonverbal skills, record your speaking on video tape. Then ask a colleague in communications to suggest refinements.
II. Biography of Charlie Chaplin
Charlie Chaplin was born Charles Spencer Chaplin in London, England on 16 April 1889. His parents, Charles Chaplin, Sr and Hannah Hill were music hall entertainers but separated shortly after Charlie was born, leaving Hannah to provide for her children. In 1896 when Hannah was no longer able to care for her children, Charlie and his brother Sydney were admitted to Lambeth Workhouse and later, Hanwell School for Orphans and Destitute Children.
Charlie had already debuted in the music hall in 1894, when he had sung a song after his mother was taken hoarse.
1903-1906
Performs in Sherlock Holmes, as the newspaper boy Billy
1906-1907
The Casey Circus
1907-1910
Works with the Karno Pantomime Troupe
1910-1912
First tour of USA/Canada with Karno Troupe
1912-1913
Second tour of USA/Canada with Karno Troupe
May 1913
Accepts offer from Adam Kessel (who has interests in the Keystone Film Company) for $125/week
29 December 1913
Signs contract with Keystone
Jan/Feb 1914
Charlie Chaplin's first film: Making a Living
1914
Keystone films
Nov 1914
Signs with Essanay for $1,250/week to make 14 films during 1915
1915
Essanay films
27 Feb 1916
Signs with Mutual Film Corporation for $10,000/week plus $150,000 bonus
1916-1917
Mutual films
17 June 1917
Signs with First National Exhibitor's Circuit for $1,075,000/year
2． Words and expressions from Unit 3 A taste of English humour
verbal a. verbal skill 运用语言的能力 I wrote a memorandum to confirm our verbal agreement. 我写了份备忘录以确认我们的口头协议。This is a verbal translation of the prose. 这是那篇散文的逐字直译。verbal forms 动词的形态
mime n. A mime is the representation of action, character or mood using only gestures and movements rather than words, or the actor in such a performance, specifically a mimic. To mime is also the term given to a singer who performs to a pre-recorded song and only pretends to sing live. It is usually limited to performances by Pop music artists.
In ancient Greece and ancient Rome, a mime is a farcical drama characterized by mimicry and ludicrous representations of characters, or the script for such a performance.
farce n. A farce is a comedy written for the stage, or a film, which aims to entertain the audience by means of unlikely and extravagant - yet often possible - situations, disguise and mistaken identity, verbal humour of varying degrees of sophistication, which may include puns and sexual innuendo, and a fast-paced plot whose speed usually increases even further towards the end of the play, often involving an elaborate chase scene. Broad physical humor, and deliberate absurdity or nonsense, are also commonly employed in farce.
poverty n. Poverty is any of a wide range of circumstances associated with need, hardship and lack of resources. For some, poverty is a subjective and comparative term; for others, it is moral and evaluative; and for others, scientifically established. The principal uses of the term include:
Descriptions of material need, including deprivation of essential goods and services, multiple deprivation, and patterns of deprivation over time.
Economic circumstances, describing a lack of wealth (usually understood as capital, money, material goods, or resources especially natural resources). The meaning of ”sufficient“ varies widely across the different political and economic areas of the world. In the European Union, poverty is also described in terms of ”economic distance“, or inequality.
Social relationships, including social exclusion, dependency, and the ability to live what is understood in a society as a ”normal“ life: for instance, to be capable of raising a healthy family, and especially educating children and participating in society.
A person living in the condition of poverty is said to be poor.
tramp n. A tramp is an itinerant who travels from place to place, traditionally tramping, that is, walking. While they may do odd jobs from time to time, tramps aren't looking for regular work and support themselves by other means i.e. begging or theft. This is in contrast to hobos who travel from place to place (often by stealing rides on freight trains) looking for work, or schnorrers, who travel from city to city begging. Both the terms tramp and hobo (and the distinction between them) were in common use between the 1880s and the 1940s, and were not limited to the Great Depression. Schnorrer is a Yiddish term. Like hobo and bum, tramp is somewhat archaic in American English usage, having been subsumed by the more euphemistic homeless person.
failure n. Failure in general refers to the state or condition of not meeting a desirable or intended objective. It may be viewed as the opposite of success.
Oscar n. The Academy Awards, commonly known as The Oscars, are the most prominent film awards in the world. The Awards are granted by the Academy of Motion Picture Arts and Sciences, a professional honorary organization which as of had a voting membership of 5,816. Actors (with a membership of 1,311) make up the largest voting bloc. The most recent awards were the 77th Academy Awards.
fortune n. Fortune or fortune can refer to: Luck; Fortune magazine; The fortune Unix/Linux command; The name of a character from Metal Gear Solid 2: Sons of Liberty, a member of Dead Cell.
The goddess of fortune is Fortuna (or Tyche).
sense n. & v. She has no sense of time. 她没有时间观念。Your brother has a good sense of humor. 你兄弟很有幽默感。He is free from any sense of responsibility. 他丝毫没有责任感。He had the good sense to withdraw from the election contest. 他很明智,退出了竞选。
The word here is used in its figurative sense. 此词在这儿取的是它的比喻意义。Anyone in his right senses wouldn't do that. 神智清醒的人都不会去干那种事。What's the sense of arguing with him? 同他争论有什么用处呢? I sensed that I had made a serious mistake. 我意识到自己犯了个严重的错误。
Unit 5 Theme parks
Part One: Teaching Design (第一部分：教学设计)
1． A sample lesson plan for reading
(THEME PARKS --FUN AND MORE THAN FUN)
Aims
To help students develop their reading ability.
To help students learn about Theme parks.
Procedures
I. Warming up
Warming up by discussing
Good morning, class. Today we are going to visit theme parks. But first what do you think a theme park is? With a classmate discuss what you might do in a theme park.
(For reference: A large Christmas party is being prepared at our Theme park. Visitors will find a dancing carnival, a European wedding, military band performances, classical Christmas plays and Christmas parades in the theme park. The 108-meter-tall Eiffel Tower will be lit up during the holidays with four types of lights.)
Warming up by watching and listening
Hi, every one. Today we are going to visit Theme parks. Look at the screen and listen to me telling you about them.
This is the Universal's Islands of Adventure which was opened in , making Universal Orlando the nation's second multi-gate theme park resort (after Walt Disney World). IoA was Universal's first non-studio theme park, and was intended to pay tribute to characters from books, comics, cartoons and legend, rather than movies.
Of course, that hasn't stopped Universal and other studios from making films about almost every character represented in IoA over the past few years, rendering the park thematically indistinguishable from its sister, Universal Studios Florida.
Warming up telling experiences
Nice to see you again, boys and girls. As you have all travelled somewhere before I shall ask two of you at random to tell the class about their travel experiences.
(For reference: Visiting Disney World was a childhood dream of mine, and I was able to realise it last year. I plan to keep going back, even given the overt commercialism. It is not a place I could live in, but it definitely has magic.
One of the best parts was that I was able to interact with most of the Disney characters, even though their appearance and mannerisms varied from the Disney comic books I read. A few select pictures are included here, but my recommendation if you're taking a kid is to make sure they get some time with the characters. I can't think of anything cooler. )
II. Pre-reading
1. Looking and saying
Work in pairs. Look at the photos and theme parks and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions.
(For reference: From the photos and title I guess that the text tells about Theme parks where you can joy yourselves and have fun with various activities…
2. Talking and sharing
Work in groups of four. Tell your group mates what you know about theme parks. Then the group leader is to stand up and share your group idea with the class.
Boating Lake
Pedaloe boats on our boating lake with views of Megafobia. Suitable for up to five people.
(For reference: As you wander down Mainstreet USA in the Magic Kingdom Park of Walt Disney World, you might stop and take a peek in the Mainstreet Theatre. Here, Steamboat Willie shows how it all began depicting the first appearance of Mickey Mouse. At this point people usually stop for a bit, perhaps to rest from the hot Florida summer, laugh at Mickey's antics as he uses various animals as musical instruments (long before Beavis and Butthead were throwing cats in drying machines), and walk away amused and entertained.
That was Walt Disney's primary goal. Today, people might consider the first cartoon featuring Mickey as art, along with a host of other creative works produced by people who work at Disney. Notable among them are Carl Barks and Don Rosa, whose works sell in the thousands. However, Walt Disney himself never thought that what he, and his employees, did was art: ”I don't pretend to know anything about art. I make pictures for entertainment, and then the professors tell me what they mean.“ )
III. Reading
1. Reading aloud to the recording
Now please listen and read aloud to the recording of the text THEME PARKS --FUN AND MORE THAN FUN. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from THEME PARKS --FUN AND MORE THAN FUN
provide sb. With sth., amuse oneself, escape one’s busy life for a while, share a purpose, find ways to do sth., meet one’s need, sit chatting, play games, listen to birds’ singing, relax a bit, have picnics, have fun, it costs some money to do sth., in recent decades, provide entertainment, use shuttles to get around, have a variety of things to see and do,
charge money for doing sth., make a profit, sell souvenirs, advertisie sth. on television, have a certain idea, base sth. on sth., a sports theme park, involve sb. inphysical exercise, buy a brand of sports equipment, come to life, go for rides on animals, cook cultural foods, have pictures taken, chare admission, name sb. after sb./sth., a place of fantasy, get close to sth. /sb., take an active park in experiments, go on trips to space, use computer techniques to do sth.
3. Reading to identify the topic sentence of each paragraph
Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.
Waterfall
A steep shoot sends you skipping across a shallow pool of water on a single sledge. Beware, you might get wet on this ride.
(For reference: 1st paragraph: Parks provide people with a place to amuse themselves and to escape their busy lives for a while. 2nd paragraph: Many parks have been designed to provide entertainment. 3rd paragraph: Theme parks have a certain idea- a certain theme-that the whole park is based on. 4th paragraph: Some are history or culture theme parks. 5th paragraph: The oldest theme park in the world is Disneyland, built near Los Angeles, California in 1955. 6th paragraph: There are also science theme parks. )
4. Reading and transferring information
Read the text again to complete the table.
THEME PARKS --FUN AND MORE THAN FUN
What is a park?
What is a theme park?
What is a sports theme park?
What are history or cultural theme parks?
Facts about Disneyland
Facts about marine, ocean, and science theme parks
5. Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1, 2 and 3 on page 34.
Closing down by having a discussion
Do you lake a theme park? Why or why not?
(For reference: All over the world people seek stimulating experiences to take their mind away from everyday troubles, and the United States is definitely no exception to this rule. Most of its residents have the money and time to entertain themselves as it pleases them -- and visiting amusement parks certainly does please them. )
Closing down by defining a theme park
What is a theme park? Define it in your own words.
(For reference: How do theme parks differ from ordinary amusement parks? National Amusement Park History Association defines a theme park as ”an amusement park in which the rides, attractions, shows and buildings revolve around a central theme or group of themes. Examples include the Disney parks, the Six Flags Parks and the Paramount parks.“ An amusement park, according to NAPHA, is ”an entertainment facility featuring rides, games, food and sometimes shows.“ The World of Coasters’ glossary defines a theme park as ”an amusement park which has one or more “themed” areas, with rides and attractions keyed to the theme of their location within the park. Disneyland, Knotts Berry Farm, and Busch Gardens Williamsburg are examples of theme parks.“ )
2．A sample lesson plan for Learning about Language
(Word formation)
Aims
To help students learn about word formation.
To help students discover and learn to use some useful words and expressions.
To help students discover and learn to use some useful structures.
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Turn to page 35 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.
II. Learning about Word formation
The basic part of any word is the root; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word ”unflattering,“ the root is simply ”flatter,“ while the prefix ”un-“ makes the word negative, and the suffix ”-ing“ changes it from a verb into an adjective (specifically, a participle).
English itself does not use prefixes as heavily as it once did, but many English words come from Latin, which uses prefixes and suffixes (you can use the word affix to refer either to a prefix or a suffix) quite extensively. For example, the words ”prefix,“ ”suffix,“ and ”affix“ themselves are all formed from ”fix“ by the used of prefixes:
”ad“ (to) + ”fix“ (attached) = ”affix“
”pre“ (before) + ”fix“ = ”prefix“
”sub“ (under) + ”fix“ = ”suffix“
Note that both the ”-d“ of ”ad“ and the ”-b“ of ”sub“ change the last letter.
Here are some of the most common Latin prefixes (for the meanings of the Latin roots, look up the words in a good dictionary):
ab (away) abrupt, absent, absolve
ad (to) adverb, advertisment, afflict
in (not) incapable, indecisive, intolerable
inter (between, among) intercept, interdependent, interprovincial
intra (within) intramural, intrapersonal, intraprovincial
pre (before) prefabricate, preface prefer
post (after) postpone, postscript, postwar
sub (under) submarine, subscription, suspect
trans (across) transfer, transit, translate
III. Ready used materials for Word formation
了解了英语构词法是迅速扩大词汇量的有效途径之一。英语中有转化法、合成法、缀合法、派生法等构词方式，这里我们将向您陆续讲解比较常用的几种，希望对您的英语学习有所帮助。
首先，来介绍一下构词法中的几个基本概念：
词根（base,boot）：指同根词共有的可以辨认的部分。
例如：philanthropist(慈善家)、anthropoid（类人的）、misanthropist（厌世者）、anthropology（人类学）这几个词中的词根anthropo-(人)就很容易辨认出来。
词干（stem）：是未经词形变化的原词。
前缀（prefix）和后缀(suffix)：原是独立的词或词根，由于经常缀在别的词或词根的前后，辅助中心意义，渐渐就失去了独立的意义和形式，而成为附加的构词部分。
例如：co-(with)就是一个常见的前缀。通常把带有前后缀的新词叫做合成词，也有人把带有后缀的词叫做派生词。把一个词从一种词类转成另一种词类，可以用缀合法，如red adj. (红的)-to redden v.（变红）；可以用改变词根的元音或辅音的办法，即元级派生法，如food n.(食物)-to feed v.（喂饭）；也可以原封不动，转成其他词类，如pale adj.(苍白的)--to pale v.（脸变白），即转化法。
这里，我们先来看看“转化法”中名词转成动词的一些例子。
He filmed the story. / He reproduced the story on a film.他把这篇小说拍成电影。
人身器官名称，用作动词，表示使用这种器官的动作。
例如：He shouldered his way through the crowd. (他用肩膀从人群中挤过去) 此外，如to cheek (厚着脸说)、to finger (摸索)、to hand a person（用手领着）等。
盛具或衣物的名称，用作动词，表示“盛”或者“装入”。
例如：He pocketed his book and pen. (他把钢笔、本子装进衣袋子)以及to bottle(装瓶)、to can (装罐)、to sack (装在袋里)。
表示地点的名词用作动词也有类似用法：to corner( 逼在角落)、to island(隔离)、to nursery(放在温室里)等等。
除此之外，还有动词、副词、助动词等转化成名词的用法，我们来看一些例子：
On another run they failed to see the boat.他们第二次去的时候没有找到那只船。
ins and outs (来龙去脉) back and forth(问答) a must ( 必不可少的事) many ifs（许多条件）
动词加副词转化为名词的例子也很多：Break-down(垮)、get-together(聚会)、set-back(挫折)、wash-out(废物)等。
另外，形容词有时候也可以转成名词，如：the greens(青菜)、great sillies(大蠢人)
下面，我们来学习一下“合成法（composition）”。
凡是由两个或两个以上的构词成分，合成一个词，而其中每个成分又可以独立为词的，叫做合成词（compounds）,而这种构词法，叫做合成法。比如：coal-mine(煤矿)、man-made(人造的)。
合成词的特有含义，不受词中各个成分连结方式的影响，它的写法由习惯而定，可以写在一起，如blackbird(画眉);可以用连词符号连接，如turn-coat(叛徒)；也可以分开写，如black list(黑名单)。注意，分开写的合成词，不仅仅在意义上，即使在形式上，也和词组有区别。比如black sea 里的black，不是独立的形容词，不能说very black sea。合成词各个成分之间关系千变万化，分类也有很多种，这里就合成词的词性，分类举例说明：
1.合成名词
名词+名词：前面的名词说明后面的名词，中心意义由后面的名词表达，比如，同是book,可以有account book，hand-book，note-book等等。前面的名词可以表示人、物、性别、器具、地点、时间、比喻对象等等。如：eye-shot(视力范围)、buck-rabbit（公兔）、night-school(夜校)、baby-husband（小女婿）等等。
形容词+名词：这类词意义关系一目了然，有时候是实指，有时候是指物而拟人。如Blueprints(蓝图)，big hat（大人物）,double-face(两面派)等等。
动名词+名词：动名词表示行为或状态的改变，名词往往表示所用的器物，地名等等，如consulting-room（诊室），writing-desk（写字台）。
动词+名词：往往由短语动词变成，或者是转化与合成的结合，如pickpocket(扒手)，turn-coat(叛徒)等等。
名词+动名词：很普遍，有时甚至可以随意构造，如book-learning（书本知识），word-making(构词)等等。
前置词+名词：意义关系和“形容词+名词”类型相似：after-effects(后果)，by-product(副产品)等等。
另外，国名的组合，有时候用“拉丁语+英语”的方式，如Afro-Asian People's Conference( 亚非会议)、Sino-Japanese War(中日战争)
Snake River Falls
Snake River Falls is a white water rapid boat ride comprising two open and two covered chutes. Suitable for one or two riders. You may get wet on this ride.
2. 合成形容词
形容词+名词：形容词和名词连用，原是短语，用做定语。固定下来，成为形容词，有的还只是nonce-words,也有合成名词作定语或转成形容词的情形：如full-time worker（全职工）、long-range gun(远程炮)等。
形容词+形容词：这类词不算多，前面的形容词大都进一步说明后面的形容词，如：light-blue(浅蓝)、dead-alive(半死不活)。
名词+过去分词：有被动意味，名词相当于前置词宾语，表示工具，行为者等，如:man-made(人造的)，moth-eaten(虫蛀的)。
名词+现在分词：有主动意味，名词大都相当于行为的宾语，如：English-speaking people(说英语的人)，peace-loving（热爱和平的）
形容词+现在分词：有主动意味，形容词相当于表语或者定语，如eager-seeming(样子急切)，easy-going（随和的）
副词+分词：如half-baked(幼稚的)，far-seeing（有远见的）
副词+形容词：over-anxious(过急)，all-round athlete(全能选手)
名词+形容词：名词大都作比喻的对象，如cock-sure(自恃)，paper-thin（薄如纸）
3.合成动词
合成动词大都是由“副词＋动词”组成的，这里“副词”多半表示动作的方向、程度等等。如：out表示超过 to outnumber（超过数目）to out-talk（压过别人的声音）；under表示不足、在下 to underdevelop（发育不全）to underestimate（估计不足）to underline（行下划线）等等。
4.叠声合成词
由同一个词重复，或稍加声音变化重叠而成。这类词往往是加重语气因而常带有感情色彩，比方，嘲讽。例：goody-goody（假殷勤）so so（不怎么样）wish wash（乏味的饮料）等等。
5.句式合成词
整个句子当作一个词用，有的已经固定下来，例如pick-me-up（兴奋剂），what's-his-name（某某人）。整个句子用作形容词的现象比较普遍，把复杂的概念揉成单纯的限制语使行文紧凑。A let-bygones-be-bygones manner（一种“过去的就算了吧”的态度） an if-you-would-only-be-guided-by-me expression（一种“要是你肯听了我的话够多好”的神气）
我们接着来学习构词法中的第三类--“缀合法”，分前缀和后缀两部分来讲解。
前缀
有些词根或单词，由于经常放在别的词根或单词前面使用，经过长期的发展，失去了独立的作用，变成前缀。前缀具有一定含义，但不见得很明确。前缀缀在词上，可以改变、限制、或加强这个词的含义，而不改变其词类。一个词根或词，可以层层缀上好几个前缀，如in-com-pre-hen-si-ble-ness(不可理解)的词根是hen,pre-,com-都加强了其含义，而in-又把整个词义转为否定。凡由缀加前缀或后缀而成的词叫做派生词。
前缀的缀合，有时是连写，如extraordinary,有时用连词符号如extra-territorial,有时被词根吸收如ancestor(ante-cessor)。前缀既然有一定的意义，为了便于识别，下面就按照一样相近的前缀，分类说明。（前缀的来源一律以缩写字母注：[OE]古英语；[OF]古法语；[L]拉丁；[GK]希腊；[IT]意大利等）
表示否定的前缀，这类前缀可以分为四种：（1）纯粹表示否定的，如a-,dis-,in-；（2）表示“错误”的，有mis- ；（3）表示“反动作”，如de-,un- ； （4）表示“反对”的，有anti-,contra-
（1）纯粹表示否定的。 a-,an-[GK]能构成少数新词。加在名词、形容词上，表示没有“某种性质“。如:amoral[=unmoral]不道德的,asexual无性别的.a-在元音前变成an-如anonymous[onoma=name]匿名的
dis-[L]加在名词、形容词、动词上，表示否定。Disadvantage(劣势)、disagreement(不和)，disbelieve(不相信)
in-,il-(在字母l前)，im-(在字母m,b,p前)，ir(在字母r前) [L]常和音节较多的learned words(雅语)，尤其是拉丁，法语外来词结合，加在形容词或其派生词、副词上，表示否定。Inaccurate, illegible, impolite, irregular, inability, infinite, impious。
un-[OE]是最通用的前缀之一，可以用于大多数形容词及其派生副词、名词、表示否定，如unfailing,unfinished,undoubtedly,unheard-of等。
（2）表示“错误”的mis- 多作重读，表示“wrongly，badly”。可以适当构造新词：
大多用于动词：to misbehave（行为不当）misunderstand（误解）。
用于作形容词的分词：misbelieving（信仰不当），misleading（靠不住）。
用于动名词：misdealing（不正当手段）。
偶而，mis-也表示纯粹的否定词义：to mistrust。
（3）表示“反动作”。 de- 表示“反动作”（to undo the action）。能构造新词，多作重读。decontrol（取消控制）， decolour（漂白）
dis- 主要用于动词，表示“反动作”。disappear（不见） disarm（解除武装） disconnect（分离）un- 表示“反动作”unmask（揭露） unsay（收回意见）
（4）表示“反对”。 anti- 表示“反对，反面” anti-social（反社会的） antiseptic（防腐剂） anti-militarist（反军国主义者）
contra- 表示“反对，相反” contradiction（矛盾） contrast（对比） contrary（相反的）counter- 表示“against” counteract（还手） counterattack（反攻）
前缀大都表示空间，时间，逻辑上的关系，意思上有引申。
ab- apo- se- 这几个前缀或多或少都有“away ，off”的含义。
ab- a- abs- 在p， m， v之前作a-，在c， t之前作abs-，不能构造新词，表示“away ，apart， absence”，例如absent， avoid
se- 表示“separation”（分离），例如segregate（隔离），sedition（反叛）
ante-，fore- pre- post- pro- 这几个前缀都有“before”的意思。
ante- 表示在...前，例ante-humous（死前），ante-room（前厅）
fore- 表示时间，空间上的“在前面”，例forehead（前额），foregraound（前景），foretell（预言）
pre- 表示事先，在前，例prehistory（史前），prepayment（预支）
post- 表示时间空间上的在后。例posterity（后代），post-war（战后）
pro- 表示“代替，利于，亲于”，例pro-chancellor（代大学校长），pro-consul（代理领事）
circum- peri- 这两个前缀跟圆周有关。
circum- 表示圆周，如circumference， circumlocution， circumpolar
peri- 表示“round”，如perimeter（周长），perisphere（势力范围）
IV. Closing down by summarizing
To end the period let us summarize the making of compound words.
There are three forms of compound words:
1. the closed form, in which the words are melded together, such as firefly, secondhand, softball, childlike, crosstown, redhead, keyboard, makeup, notebook;
1. the hyphenated form, such as daughter-in-law, master-at-arms, over-the-counter, six-pack, six-year-old, mass-produced;
2. and the open form, such as post office, real estate, middle class, full moon, half sister, attorney general.
3． A sample lesson plan for Using Language
(FUTUROSCOPE-EXCITEMENT AND LEARNING)
Aims
To help students read the passage UTUROSCOPE-EXCITEMENT AND LEARNING
To help students to use the language by reading, listening, speaking and writing.
Procedures
I. Warming up
Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text UTUROSCOPE-EXCITEMENT AND LEARNING
Plane Crazy
Our newest family ride. A circular ride with suspended plane-like pods with rudders for a degree of rider control.
II. Guided reading
1. Reading and translating
Read the text UTUROSCOPE-EXCITEMENT AND LEARNING and translate it into Chinese paragraph by paragraph. Wen Hua, would you have a try?
2. Reading and underlining
Next you are to read the text and underline all the useful expressions or collocations in it. Copy them to your notebook after class as homework.
Collocations from UTUROSCOPE-EXCITEMENT AND LEARNING
Take a journey deep into space, pull…into …, survive an airplane crash, go to the bottom of the ocean, see the sunlight, for a break, take part in car racing, end one’s travel, meet with dinosaur, in one day, use the advanced technology, have experiences, a technology-based theme park, provide up-to-date information, provide hands-on learning,
go to the edges of the solar system, fly through the jungle, do things without danger, try science experiments, prepare for a flight into the space, live on the planet, in the solar system, a combination of fun and learning
3. Doing exercises
Now you are going to do exercises No. 1, 2, 3 and 4 on page 38 and 39 following the article.
III. Guided Writing
You are a guide in a theme park. Write an introduction to the park.
Welcome to Gatorland
Welcome to Gatorland, Orlando's Best Half Day Attraction located in sunny Central Florida! Known internationally as the Alligator Capital of the World, Gatorland is a 110-acre alligator theme park and wildlife preserve, located just minutes away from Sea World, Walt Disney World, Universal Studios, and the Orlando International Airport on US 441 near the Orlando - Kissimmee border. Providing affordable family entertainment since 1949, Gatorland has been a vacation destination for millions of visitors from all over the world with its incredible display of huge alligators and crocodiles, train ride, aviary, breeding marsh and bird sanctuary, petting zoo, nature walk, gift shop, and one-of-a-kind shows such as the world famous Gator Jumparoo. So come inside... your adventure awaits!
IV. Acting
Next we are going to put the text THEME PARKS -FUN AND MORE THAN FUN
A text play of THEME PARKS -FUN AND MORE THAN FUN
(Time: A Sunday morning; Place: A theme park in Beijing; People: a tourist guide, Zhao Yannan and I )
Guide: This morning we are going to visit a theme park in Beijing. Its name is Big World.
I: Where is it? Is it close to Beijing?
Guide: Yes, it is north of Beijing, 30 li away from where we are staying.
Zhao Yannan: Wonderful! I like to amuse myself and escape my busy school life for a while.
I: What can we do there? Can we sit chatting, play games and listen to birds’ singing?
Guide: Yow can do much more than that. You may relax a bit, have picnics and have fun there.
Zhao Yannan: How much does it cost to do visit the park?
Guide: 100 yuan each. It is not expensive at this time of the year.
I: I have never been to a theme park. But I think a theme park provides entertainment. In it visitors may use shuttles to get around, and have a variety of things to see and do.
Zhao Yannan: Does it charge any money for providing food and drink there?
Guide: Yes, of course. It makes a profit by selling souvenirs, too.
I: I have seen it advertised on television. The boss of the park does have some nice ideas. He learned that he built a sports theme park there. Visitors may be involved in physical exercise. They may also buy a brand of sports equipment, go for rides on animals, cook cultural foods, have pictures taken in the sports theme park there.
Zhao Yannan: I hope we shall not be chared for admission into the sports theme park.
Guide: No, you won’t. Everything is covered by the 100 yuan.
I: I guess it is a place of fantasy. Let’s take an active park in everything we do there.
Zhao Yannan: I agree with you. And I hope some day we shall go on trips to space, using computer techniques to guide us in our flying to the other planets.
V. Further applying
Finding information
Go to the library to read or get online to search in order to find more information about theme park in the world. Take notes of your finding and report to your group mates next Saturday morning.
Writing letters
Write a letter to your parents, telling them about your last visit to a park.
VI. Closing down by filling a form
Make use of the text and others to fill in the form.
UTUROSCOPE-EXCITEMENT AND LEARNING
Where is it:
How to get there:
What to do there:
Closing down by planning a theme park
To end this period, I am going to ask you to plan a theme park of your own. Write down your planning and share it with your partner.
Part Two: Teaching Resources (第二部分：教学资源)
1．A text structure analysis of THEME PARKS -FUN AND MORE THAN FUN
I. Type of writing and summary of the idea
Type of writing This is a piece of descriptive writing.
Main idea of the passage
Theme parks are amusing places. Visitors may have fun and more than fun there.
Topic sentence of 1st paragraph Parks provide people with a place to amuse themselves and to escape their busy life for a while.
Topic sentence of 2nd paragraph In recent decades, many parks have been designed to provide entertainment.
Topic sentence of 3rd paragraph Theme parks have a certain idea-a certain theme.
Topic sentence of 4th paragraph There are history and culture theme parks,too.
Topic sentence of 5th paragraph There are also marine and ocean parks.
II. A tree diagram of the text THEME PARKS -FUN AND MORE THAN FUN
III. A retold passage of the text
A possible version:
Theme parks provide visitors with lots of things to amuse themselves. People escape their busy life for a while by going to a theme park. They find interesting things to do in the park.
They may simply sit chatting, playing games, listening to birds’ singing, relaxing a bit, having picnics and having fun there. It costs some money to be there. In recent decades, theme parks are beginning to provide more entertainment. Visitors may use shuttles to get around and have a variety of things to see and do in the park. Theme parks charge money for every activity they provide. They make a big profit by selling souvenirs, too. Sometimes a theme park gets itself advertised on television. A theme park is indeed a place of fantasy.
2．Background information on theme parks
I. Definition of theme park
What is a theme park?
A term used to describe an amusement park that is designed to carry a theme in one or more areas of the park. The theme may carry over to the rides and attractions in that area as well. Examples of theme parks include Holiday World, Islands of Adventure, Disneyland, Magic Kingdom and Knott's Berry Farm.
An amusement park, that has been divided into several sub-sections, each with a distinctive concept, such as the Old West, or the future.
A theme park is a park that uses themeing to take guests to a new world.
An amusement park which has one or more ”themed“ areas, with rides and attractions keyed to the theme of their location within the park. Disneyland, Knotts Berry Farm, and Busch Gardens Williamsburg are examples of theme parks.
an amusement park that is organized around some theme (as the world of tomorrow)
II. Old Aircraft Carrier Turned Into Military Theme Park in China
An old aircraft carrier from the former Soviet Union navy has been turned into a military theme park and will be stationed at Dapeng Bay in Shenzhen, south China' s Guangdong Province.
The 40,000-ton ship, known as the Minsk, first arrived at the Wenchong Shipyard in Guangzhou, capital of Guangdong Province, in November as scrap iron, the Shanghai-based Wenhuai Daily reported on May 8.
It is about triple the size of a standard football field, 18 stories high, and has more than 2,000 cabins, the paper said.
The carrier, which was poorly maintained by the Russian navy after the collapse of the Soviet Union, retired in 1993 and was initially sold to a South Korean businessman as scrap steel after key military components were removed, the paper said.
The Minsk was later resold to an undisclosed Chinese business. (From: People’s Daily)
III. 12 theme park strategies
Tips to make the most of your vacation
By Terry Riley Travel columnist
How can you get the most from your theme park visit? For an answer, I turned to Robert Obenour. He's spent his career in the theme park business and is currently vice president of operations for Baker Leisure Group, an international theme park consultancy. Here’s the advice he gave me to pass on to you.
1. Plan your visit.
Buy a guidebook. Read reviews. Check out the park’s Web site. Then plan what you want to see and do. Unless the park is small, you shouldn’t expect to see or do everything in one day, so set your priorities. The investment you make in planning will pay handsome dividends on “park day.”
2. Have a “Plan B.”
It is not uncommon that an attraction will be closed. In that case, just move on to the next on your list. Also, in the unlikely - but not unheard of - event that the entire park is closed, have a backup plan that includes another, nearby activity.
3. Arrive early.
An extra 15 minutes waiting in line at the park entrance could cut an hour off of your waiting time for the most popular attractions.
4. Divide and conquer.
Chances are that not everyone in your party wants to do or see the same things. Although it is nice to be able to share the experiences of a theme park as a family or with friends, time (and money) may limit the opportunity for each person to accomplish what he or she would like while traveling as a group.
5. Keep in touch.
Go your separate ways, but arrange to meet back at a specific location at a designated time to talk over your experiences, offer recommendations, revise your plan and set a time and place for your next meeting. Also have a site selected that can become a place to reestablish contact should your party become accidentally separated. It will save lots of time that might otherwise be spent looking for one another.
6. Go deep.
Once you enter the park, proceed to the farthest attractions first. Theme park designers place much of the merchandise near the park entrances - hoping to catch you coming and going. And it works - in this case to your advantage. By bypassing the shops on your way to the popular attractions, you will beat others who get waylaid by the shops.
7. Choose your position.
The front of the line may not always be the best for attractions where large numbers of guests are admitted all at once as, for instance, in an auditorium. The people who are at the very front of the line may find themselves up against a side wall, while middle-of-the-liners have the best view.
8. Leave mid-day.
Generally, theme parks are most crowded in the middle of the day. This is a good time to rest for a few hours - regaining your strength for another assault on the park later in the day. Be sure to get your hand stamped or get some other proof of admission that will allow you to be readmitted to the park at no charge.
9. Eat outside.
Food prices inside a theme park can be as horrifying as any of the park’s dark rides. While taking your mid-day break from the park, refuel yourself without spending a bundle on hot dogs.
10. Return late-day.
As the energy of other guests wanes, move back into the park. This time, visit the attractions closer to the entrance first where it is probably less crowded now.
11. Shop last.
Want to buy souvenirs? Do it on your way out. You won’t have to lug your purchases around with you all day.
12. Enjoy.
Finally, if you find yourself getting ticked off at slow lines, poor service or inconsiderate guests, stop and take a breather. A visit to a theme park is supposed to be an enjoyable event, not a stressful occasion.
3．Words and expressions from Unit 5 Theme Parks
I. Words for Reading (THEME PARKS -FUN AND MORE THAN FUN)
theme n. a favourite theme for poetry, a theme park
amuse v. amuse oneself by …, be amused at [by, with]…
amusement n. find much amusement in…, an amusement park
various a. too various to form a group, various opinions
variety n. for a variety of reasons, have a great variety to choose from, in a variety of
ways
ride n. give sb. a ride, go for a ride, take a long ride
shuttle n. the space shuttle Columbia broke up over Texas, carry shuttle audio during
space shuttle missions.
charge v. charge double for… 对……加倍收费，charge a fee for a service，He is charged
with heavy responsibility.
admission n. Admission by ticket only. Grant sb. admission, gain admission to/ into…
profit ① n. bring a handsome profit to…, divide profits 分红利，increase profits ② v.
make big profits (on sth.), sell sth. at a profit, do sth. for profit
souvenir n. This book ekes out souvenir of my life in the United States. 这本书帮助我追
忆在美国的生活。
involve v. You'd like to meaningfully involve students., the right of Congress to involve the
nation in war
athletic a. an athletic meeting, athletic sports
brand n. Do you like this brand of coffee? a famous brand, the most popular brand on the
market
equipment n. lab equipment, military equipments, the necessary equipments for a trip
sneaker n. wear a new pair of sneakers
minority n. The minority is subordinate to the majority. 少数服从多数
fantasy n. fantasy sports and gaming site, the work of fantasy artist Amy Brown
Fantasyland n. living in a fantasyland, the Guide to Fantasyland
settler n. the early settlers of America, the first white settlers, The settlers were soon acclimated.
marine a. develop a mercantile marine 发展商船
experiment n. attempt the experiment of…, carry out an experiment, make an experiment on sb., prove sth. by experiment
imaginary a. an imaginary enemy, imaginary number 虚数
advanced a. most advanced branches of science and technology, a man advanced in years 老年人
technique n. developed a technique for remotely fingerprinting, a Swimming Technique
Magazine, developing a practical technique for solving voice problems
II. Words for Learning about Language(Word formation)
imagination n. have a good/ poor imagination
test n. provides test preparation services for college admissions, Preparing for a test isn't
easy. do well on the test
vary v. Opinions vary on this point. vary with… 与……一起变化
cloth n. lay the cloth 铺桌布、准备开饭, cut one’s coat according to one’s cloth量布裁衣
，量入为出
III. Words for Using Language (UTUROSCOPE-EXCITEMENT AND LEARNING)
jungle n. Jungle refers usually to a forest. It originated from a Sanskrit word jangala, meaning wilderness. In many languages of the Indian subcontinent, including Indian English it is generally used to refer to any wild, untended or uncultivated land, including forest, scrub, or desert landscapes.
creature n. The term creature refers to an animal.The term can be used to dehumanize a person. For example, in the fictional novel Frankenstein, or The Modern Prometheus by Mary Shelley, Dr. Frankenstein’s hideous construction is often referred to as a ”creature.“ The term literally means ”a created thing,“ and is sometimes used in theology to contrast a created object with a divine Creator under discussion.
volunteer n. a. v. A volunteer is a person who performs or offers to perform a service out of his or her own free will, often without payment. The year was the International Year of the Volunteer. is the UK Year of the Volunteer
People may volunteer to perform some work, e.g., of charitable character. Some volunteer for clinical trials or other medical research, and may even donate their bodies to science after their death.
Unit 4 Body Language
Part One: Teaching Design (第一部分：教学设计)
1． A sample lesson plan for reading
(COMMUNICATION: NO PROBLEM?)
Aims
To help students develop their reading ability.
To help students learn about body language.
Procedures
I. Warming up
Warming up by acting
Look at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.
Examples Of Body Language
NONVERBAL BEHAVIOR INTERPRETATION
Brisk, erect walk Confidence
Standing with hands on hips Readiness, aggression
Sitting with legs crossed, foot kicking slightly Boredom
Sitting, legs apart Open, relaxed
Arms crossed on chest Defensiveness
Walking with hands in pockets, shoulders hunched Dejection
Hand to cheek Evaluation, thinking
Touching, slightly rubbing nose Rejection, doubt, lying
Rubbing the eye Doubt, disbelief
Hands clasped behind back Anger, frustration, apprehension
Locked ankles Apprehension
Head resting in hand, eyes downcast Boredom
Rubbing hands Anticipation
Sitting with hands clasped behind head, legs crossed Confidence, superiority
Open palm Sincerity, openness, innocence
Pinching bridge of nose, eyes closed Negative evaluation
Tapping or drumming fingers Impatience
Steepling fingers Authoritative
Patting/fondling hair Lack of self-confidence; insecurity
Tilted head Interest
Stroking chin Trying to make a decision
Looking down, face turned away Disbelief
Biting nails Insecurity, nervousness
Pulling or tugging at ear Indecision
Warming up by defining-What is body language?
● The gestures, poses, movements, and expressions that a person uses to communicate.
●The outward signs of a person which indicates their inner thoughts or attitude. For example, a bowed head indicates submission, a hand over the mouth indicates the person doesn't want to talk or feels their words aren't worth listening to. Scratching indicates nervousness. A person passing another on the street might bow their head as a subconscious sign of submission.
● Conscious or unconscious bodily movements and gestures that communicate to others a person's attitudes and feelings. This may also include dress, facial features, skin colour or other personal means of communication without words.
● communication via the movements or attitudes of the body
● Body language is a broad term for several forms of communication using body movements or gestures, instead of, or as a complement to, sounds, verbal language, or other forms of communication. In turn, it is one category of paralanguage, which describes all forms of human communication that are not language.
II. Pre-reading
1. Looking and saying
Look at the man in the picture below. What does he say to you by his body language?
Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.
2. Talking and sharing
Body language is the quiet, secret and most powerful language of all!
According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.
Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.
Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birth
III. Reading
1. Reading aloud to the recording
Now please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from COMMUNICATION: NO PROBLEM?
Send… to do sth., meet … at the airport, meet with…, at a hotel, represent the Chinese government, look around, in a curious way, be followed by…, introduce…to…, kiss… on the cheek, step back, appear surprised, take a few steps away from…, coming in, at the same time, reach one’s hand out to …, touch sb’s hand, greet each other, communicate with spoken language, express one’s feelings, use unspoken language, keep physical distance, stand close to…, approach… closely, shake hands, move close to…, move back a bit, nod at …, stand close to…, behave the same way, avoid difficulty
3. Reading to identify the topic sentence of each paragraph
Next you are to skim the text to identify the topic sentence of each paragraph.
4. Reading and transferring information
Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?
Name Country Action Meaning
Mr Garcia
Julia Smith
Ahmed Aziz
Madame Coulon
5. Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.
6. Reading and translating
Now it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to do it?
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27.
Closing down by checking
Check some of the following basic non-verbal cues and you'll recognize that you already speak and translate much of the language.
“I’m surprised!”
“I’m shocked!”
“I’m sad!”
2．A sample lesson plan for Learning about Language
(The ~ing form as the Attribute & Adverbial)
Aims
To help students learn about The ~ing form as the Attribute & Adverbial.
To help students discover and learn to use some useful words and expressions.
To help students discover and learn to use some useful structures.
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Turn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.
II. Learning about grammar
1. Reading and thinking
Turn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.
(They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语； This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)
2. Doing exercises No. 1 and 2 on page 29
Turn to page 29. Do exercises No. 1 and 2。
III. Ready used materials for The ~ing form as the Attribute & Adverbial
... When we use a verb in -ing form more like a verb or an adjective, it is usually a present participle:. Anthony is fishing. I have a boring teacher. In this lesson, we will look at the use of verbs in the ~ing form ...
The ~ing form 作定语
现在分词可以单独作定语，也可以构成合成词作定语，但在更多的情况下是分词短语作定语，包括限定性和非限定性（用逗号与其他部分分开），在意义上相当于一个定语从句。现在分词作定语通常带有主动意义和未完成意义。例如：
The man following was obviously in a hurry。（现在分词单独作定语）
They acted just like a conquering army。（现在分词单独作定语）
Do you know the man standing over there by the motor car?（分词短语作限定性定语。）
Last night,we caught a thief stealing John's bike.（分词短语作限定性定语）
The name Nebraske comes from the Oto Indian word “ebrathka”.meaning flat water.（分词短语作非限定性定语）
The ~ing form 作状语
现在分词作状语表示主语在进行一动作的同时所进行的另一动作，它对谓语动词起修饰或陪衬的作用。这时要注意现在分词与其逻辑主语在时态和意义上的统一。例如：
Rushing out of the room, he has knocked down by a car.（作时间状语）
=When he rushed out of the room, he was hnocked down by a car.
Working harder, you will pass the entrance exam.（作条件状语）
=If you work harder, you will pass the entrance exam.
She sat at a window and read a book.（作伴随状语）
=She sat at a window and read a book.
Having won the championship, he was awarded a million dollars.（作原因状语）
=Because he had won the championship, he was awarded a million dollars.
Even if taking a taxi, I will still be late for the meeting.（作让步状语）
=Even if I take a taxi, I will still be late for the meeting.
The road is under construction, thus causing the delay.（作结果状语）
=The road is under construction, and thus caused the delay.
注意，当现在分词作让步状语时，一般放在句首，常常由although, though, even if ,unless等连词引入；作结果状语时，一般放在句末，前面可so, thus, henc。
IV. Closing down by doing a quiz
To end the period you are going to take a quiz on ~ing words.
~ING WORDS
Highlight all the words ending in '-ing'.
Make lists of all the different categories of '-ing' words; that is, their different functions in the sentence.
Examples of some of the different categories
He's swimming.
He's wearing a swimming suit.
He likes swimming.
Swimming is pleasant.
Rewrite each sentence without using the '-ing' form.
Is there a change in meaning? What is it?
Find sentences in the text which can be rewritten using an -ing form.
Is there any change in meaning? What is it?
3． A sample lesson plan for Using Language
(SHOWING OUR FEELINGS)
Aims
To help students read the passage SHOWING OUR FEELINGS.
To help students to use the language by reading, listening, speaking and writing.
Procedures
I. Warming up
Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text SHOWING OUR FEELINGS.
II. Guided reading
1. Reading and translating
Read the text SHOWING OUR FEELINGS and translate it into Chinese paragraph by paragraph. He Jing. You are to do paragraph 1, please. ….
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from SHOWING OUR FEELINGS
Show all kinds of feeling, turn one’s back to…, show anger, close one’s hand, shake… at…, a universal facial expression, put…at ease, hide feelings, lose face, nod the head up and down, look away from…, hold one’s arms across one’s chest, protest…from …, turn toward…, roll one’s eyes, show respect for…, use gestures, give a hug to sb., stand close to…, with…open, look directly at…, look sb. in the eye, tell the truth, be wrong about…
3. Doing exercises
Now you are going to do exercises No. 1 and 2 on page 30 following the article.
The importance of body language
People can not live without each other, we are social beings. As soon as we are in contact with others we are communicating. For this we can make use of spoken and written language. In these ways we make the content of a message clear to each other. However we can also communicate without words. This kind of communication tells us something about the relationship between people. Often this is more important than getting the content of the message across. The communication about this non spoken communication, which tells us something about the relationship between people, is called Meta-Communication. Communicating about communication!
4. Writing
Turn to page 31. Make a list of three positive body language expressions and three negative body language expressions.
Non-verbal communication, or body language
o Refers to messaging without words
In a personal spoken message
o According to Albert Mehrabian, in Psychology Today (1968), of the total message
7% is conveyed by the words
38% by the vocal tones, and
55% by facial and body expression
o Reading body language is an important skill
5. Listening, writing
Turn to page 31 and do the listening and writing exercises No. 1 and 2.
Positive gesture clusters - 1
●Acceptance
o Hand to chest
o Open arms and hands
o Touching gestures
o Moving closer, one to another
o Preening
o Sitting on one leg (for female)
Positive gesture clusters - 2
●Confidence
o Steepling (fingers touching like a church steeple)
o Hands behind back, authority position
o Back stiffened
o Hands in coat pockets with thumbs out
o Hands on lapels of coat
●Expectancy
o Rubbing palms
o Jingling money openly
o Crossed fingers
o Moving closer
Positive gesture clusters - 3
●Cooperation, readiness, openness
o Open hands
o Hands on hips
o Hands on mid-thigh while seated
o Sitting on edge of chair
o Arms spread, gripping edge of table or desk
o Moving closer
o Sprinter's position
o Hand-to-face gestures
Positive gesture clusters - 4
●Evaluation
o Hand-to-face gestures
o Head tilted
o Stroking chin
o Peering over glasses
o Taking glasses off, and cleaning
o Putting eye glass ear piece in mouth
o Pipe smoker gestures
o Getting up from table and walking around
o Putting hand to bridge of nose
Positive gesture clusters - 5
●Reassurance
o Touching
o Pinching flesh
o Chewing pen or pencil
o Rubbing over thumb
o Touching back of chair on entering room
o Biting finger nails
o Hands in pockets
Positive gesture clusters - 6
●Self-control
o Holding arm behind back
o Gripping wrist
o Locked ankles
Clenched hands
6. Speaking and writing
Discuss Lin Pei’s behaviour with your partner. Then write some advice for Lin Pei.
Part Two: Teaching Resources (第二部分：教学资源)
1．A text structure analysis of COMMUNICATION: NO PROBLEM?
I. Type of writing and summary of the idea
COMMUNICAATION: NO PROBLEM?
Type of writing This is a piece of descriptive writing.
Main idea of the passage
By familiarizing ourselves with a few basic nonverbal signals, we can improve our ability to understand what people are really communicating and become aware of what we are broadcasting to the world with our own non-verbal cues.
Idea of 1st paragraph You were sent to meet business people from several countries at Pudong Airport.
Idea of 2nd paragraph Examples of greeting by Mr Garcia from Columbia, by Julia Smith from Britain, by the visitor from Japan, by George Cook from Canada
Idea of 3rd paragraph People communicate by unspoken language, learned or cultural “body language”.
Idea of 4th paragraph Greeting by English people, by people from Spain, Italy, South American and Japan.
Idea of 5th paragraph Examples of greeting by Ahmed Aziz from Jordan, by Madame Coulon from France, by people from Middle East or some Muslim countries.
Idea of 6th paragraph Body language is either good or bad.
II. A tree diagram of COMMUNICAATION: NO PROBLEM?
III. A retold passage of the text
A possible version:
You were sent to meet business people from several countries at Pudong Airport.
At the airport Mr Garcia from Columbia approaches Julia Smith from Britain, touching her shoulder and kissing her on the cheek, who steps away from him. Mr Cook, from Canada, reaches out his hand to the visitor from Japan who bows.
People communicate differently by unspoken language, their learned or cultural “body language”.
English people usually do not stand close to others or touch strangers when they first meet. But people from Spain, Italy, South American countries approach others closely, even touch them. Most world people greet each other by shaking hands while Japanese people do so by bowing.
People from Jordan moves close to the one they greet. People from France may greet each other by shaking hands and kissing. Men from Middle East or some Muslim countries stand quite close to other men to talk and they will not shake hands with women.
Body language is either good or bad. Its understanding helps you better communicate with each other.
2．Background information on Body language
I. American Gestures
COMMON GESTURES
1. Americans are a not touch (touch/not touch)oriented.
2. In normal social situations, Americans generally stand about 30 inches apart from one another, which is also considered their personal ”comfort zone.“
3. At sporting events or the theater, Americans usually slide into a crowded aisle while facing forward (forward/the people).
Gesture Meaning
Americans shake hands, and from an early age they are taught to do so with a firm., solid grip. When greeting one another.
American children are taught to look others directly in the eyes. When greeting and conversing. If not, means shyness or weakness.
Arm raised and the open hand ”waggles“ back and forth. Signaling ”hello“ or ”good-bye.“ Or trying to get someone's attention.
Americans will often wave to another person and then turn to make hand scoop inward; or raise the index finger ) palm toward one's face, and make a ”curling “ motion with that finger. To beckon or summon another person.
Palm facing out with the index and middle fingers displayed in the shape of a ”V.“ ”Victory“ or ”peace.“
Thumb and forefinger form a circle with the other three fingers splayed upward; it is used frequently and enthusiastically. ”O.K.“ meaning ”fine“ or ”yes.“
Thumb up with a close fist. Meaning support or approval, ”O.K.“ or ”Good Going!“ or ”Good job!“
Fist raised with index finger and little finger extended. Texas rallying call ”hook 'em horns.“ Baseball meaning ”two outs.“
Whistling Pretty woman, cheering at sporting events, applauding performances.
Nodding and shaking the head. Yes and No
Extend the forefinger and make a circular motion near the temple or ear. Something or someone is ”crazy.“
II.Common Asian Gestures
1. GREETINGS GESTURES
a) Handshaking
b) Bowing
c) Avoid direct eye contact
2. BEKONING GESTURES
a) To beckon someone, the palm faces downward and the fingers are moved in a scratching motion.
b) Avoid using fingers in pointing to an object.
3. TOUCHING GESTURES
a) Not touch oriented societies
b) Avoid public display of affection
c) Pushing (bumping) in crowds
4. OTHER NON VERBAL GESTURES
a) Respect to elderly people
b) Smiling often can cover a gamut of emotions: happiness, anger, confusion, apologies , or sadness.
c) Displaying an open mouth (such as yawning or a wide-open laugh) is considered rude, especially with women who cover their mouths when giggling or laughing.
d) Try to maintain a balanced posture, stand or sit erectly or squarely. Don't slouch or put on the ground with arms in the lap or on the armrest. Crossing the legs at the knees or ankles is the preferred form rather than with one ankle over the other knee.
e) Silience (listening) is a sign of politeness and of contemplation. During conversations, be especially careful about interrupting.
Japan
In summary, for most visitors the Japanese are complex and difficult to understand. Remember two things: (1) style, or the way things are done, is just as important as substance, or what is being done; and (2) watch your Japanese hosts carefully and follow their example.
5. GREETING GESTURES
a) The graceful act of bowing is the traditional greeting.
b) However, they have also adopted the western custom of shaking hands, albeit with a light grip and perhaps with eyes averted. Meanwhile, to show respect for their customs, it would flatter them to offer a slight bow when being introduced.
c) Avoid hugging and kissing when greeting.
d) It is considered rude to stare. Prolonged direct eye contact is considered impolite or even intimidating.
e) It is considered rude to stand with your hand or hands in your pockets, especially when greeting someone or when addressing a group of people.
f) The seemingly simple act of exchanging business cards is more complex in japn becuae the business card represents not only one's identity but one's station in life. Yours should be printed in your own language and in Japanese.
6. TOUCHING GESTURES
a) The Japanese are not a touch-oriented society, so avoid open displays of affection, touching or any prolonged form of body contact.
b) Queues are generally respected; it is only in crowded train and subway stations where the huge volume of people causes touching and pushing.
7. BECKONING GESTURES
a) It is considered insulting to point to someone fingers extended and the thinb folded into the palm.
b) To beckon someone, the palm faces downward and the fingers are moved in a scratching motion.
8. OTHER NONVERBAL GESTURES
a) Because of the high regard for graciousness and restraint, one should not shout, raise the voice in anger, or exhibit any excessively demonstrative behavior.
b) Among the Japanese, smiling often can cover a gamut of emotions: happiness, anger, confusion, apologies, or sadness.
c) Displaying an open mouth (such as yawning or a wide open laugh) is considered rude in Japan, especially with women who cover their mouths when giggling or laughing.
d) Try to maintain a balanced posture stand or sit erectly or squarely. Do not slouch or put your feet on desks or chairs. When seated have both feet squarely on the ground with arms in the lap or on the armrests. Crossing the legs at the knee or ankles is the preferred form rather than with one ankle over the other knee.
e) Silence is perfectly acceptable and customary. Silence (listening) is a sign of politeness and of contemplation. During conversations, be especially careful about interrupting.
f) One way to show concentration and attentiveness is to close the eyes in contemplation and nod the head slight, up and down.
g) Japanese men like to avoid saying ”no“, but one gesture that is often used ti signal ”no“ or that ”something is very difficult“ is to tip the head backward and audibly suck air in through the teeth.
9. OTHER NONVERBAL GESTURES
a) A gesture saying ”I do not know,“ or ”I don't understand“ or ”No, I am undeserving“ is waving the hand back and forth in front of one's own face (palm outward).
b) The ”O.K.“ gesture in Japan may be interpreted as the signal for ”money“ or ”give me change in coins.“
c) Blowing your nose in public is considered rude. The handkerchief is used primarily for wiping the mouth or drying the hands when leaving the washroom. Paper tissues are used for blowing the nose and then discarded.
d) When entering a private home or traditional restaurants with tatami (bamboo mats) floors, it is usually customary to remove your shoes and place them with the toes pointing toward the outdoors.
10. BOWING
a) Many westerners view the bow as an act of subservience, but in Japan that would completely wrong. For the Japanese a bow signals respect and humility, two qualities coveted throughout Asia.
b) Although it is not absolutely necessary, but a slight bow demonstrate that you respect their customs. And in Japan, where style and grace and courteousness are revered, that simply act would surely be noted, appreciated, and probably remembered.
c) WHO BOWS FIRST? AND HOW LOW DOES ONE BOW? In Japanese, it is extremely important to know the rank of people with whom you come in contact.
i. ”The person of lower rank bows first and lowest.“
ii. ”The higher the rank of the person facing you, the lower you bow.“
iii. ”The lower the bow and the longer one holds the position, the stronger is the indication of respect, gratitude, sincerity, obeisance, humility, contriteness, etc.“
iv. With equals match bows, adding an extra one when you want to show a slight edge of respect.
v. When unsure of status, the safest move is to bow a shade less low than the other person.
vi. The proper form is to bow (about 15 degrees) with hands sliding down toward the knees or at the sides, back neck stiff, and eyes averted. The formal bow (about 30 degrees) with palms on knees and often bobbing up and down. Never bow with a hand (of both hands) in your pockets.
Korea
11. GREETING GESTURES
a) Among themselves, bowing is the traditional form for both greeting and departing.
b) Western and Korean male friends usually greet with both a slight bow and shaking hands. When shaking hands, both hands are sometimes used. Women usually do not shake hands, especially with men, but usually just nod slightly. The senior person offers to shake hands first, but the junior person bows first. However, shake hands with a light grip and perhaps with eyes averted.
c) Avoid hugging and kissing when greeting.
d) Prolonged direct eye contact is considered impolite and even intimidating.
e) Business cards are traded respectfully. Keep the card on the table in front of you as just one small gesture of respect.
f) When saying good-bye, the traditional gesture is the bow, but the younger generation has adopted the western custom of waving good-bye by moving their arm side-to-side.
12. TOUCHING GESTURES
a) Generally speaking, the Koreans are not a touch-oriented society (especially true for visitors.) So avoid touching or any prolonged form of body contact.
b) Public display of affection are very rare. On the other hand, you may note people of the same sex walking hand-in-hand, which is simply a gesture of friendship.
c) Don't worry about a bit of pushing in stores or when groups board public buses or trains. Apologies are neither offered or expected.
13. BECKONING GESTURES
a) The open hand or the middle finger is used for pointing.
b) To beckon someone, the palm faces downward and the fingers are moved in a scratching motion. Using the arm and hand up, palm toward the face is used only for calling dogs and children.
14. OTHER NONVERBAL GESTURES
a) Respect is always shown to elderly people, so it is appropriate to rise when a person-- especially an elderly man enters the room or giving up a seat on a subway. However, an elder may not give up a seat for a young boy.
b) Men generally have priority in Korea: Go through a door first, walk ahead of women, and women may help them on with their coats.
c) Among the Koreans, laughter is used to disguise many emotions: anger, frustration, and fear.
d) Loud talking or laughing is usually avoided. Koreans, especially women will cover their mouths laughing, resulting in giggling rather than wide open-mouth laughing.
e) Periods of silence are common and accepted, even during dinners.
f) Correct posture is important, especially when seated. Don't slouch or put your feet on desks or chairs. Try to maintain a balanced posture, stand or sit erectly or squarely. When seated have both feet squarely on the ground with arms in the lap or on the armrests. Crossing the legs at the knees or ankles is the preferred form rather than with one ankle over the other knee.
g) When walking in public, keep to the left side of the walkway and stairway.
15. OTHER NONVERBAL GESTURES
a) It is considered impolite to enter a room without knocking first. However, Koreans may not wait for you to come to the door and open it. They may knock and then enter.
b) When walking in public places, direct eye contact is uncommon in the larger cities. However, visitors may be the subject of much curiosity and therefore you may notice some stares.
c) Blowing you nose in public is considered rude, especially at a meal. Paper tissues are used for blowing the nose and then discarded.
d) When entering a private home, it is usually customary to remove your shoes.
e) Spitting (except for young women) and burping in public is acceptable.
Phillipines
16. GREETING GESTURES
a) Handshaking is the common custom, with both men and women shaking hands in a friendly and informal fashion.
b) Filipinos may greet one another with the ”eyebrow flash“ which is merely a quick lifting of the eyebrows.
17. TOUCHING GESTURES
a) Generally speaking, the Filipinos are a touch-oriented society.
b) People of the same sex may be seen holding hands in public places, which is simply a gesture of friendship.
c) Don't worry about a bit of pushing and shoving when using public transportation, Filipinos seldom queue or observe orderly lines.
18. BECKONING GESTURES
a) Instead of pointing to an object , Filipinos will shift their eyes toward it, or purse the lips and point with the mouth.
b) To beckon someone, the palm faces downward and the fingers are moved in a scratching motion. Never curl your index finger back and forth because that is considered insulting.
19. OTHER NONVERBAL GESTURES
a) It is considered rude to stare. Prolonged direct eye contact is considered impolite and even intimidating.
b) Respect is always shown to elderly people.
c) Among the Filipinos, laugher is used to convey both enjoyment and pleasure but also to mask embarrassment over another person's misfortune.
d) Speaking in aloud voice is considered ill-mannered and rude.
3．Words and expressions from Unit 4 Body language
major a. a major earthquake 大地震，a major problem 重大问题，a major subject 主修科目
local a. local customs地方风俗，a local pain 局部疼痛， 当地时间 local time
represent v. represent a club as its chief executive以总经理的身份代表俱乐部，represent by signs 用符号代表
curious a. be curious about other’s people business 对别人的事情太好奇
Introduce v. introduce her as his daughter 介绍说她是自己的女儿， be introduced from… 从…传来的，introduce…to sb. 向某人介绍……
approach v. & n. cautiously approached the house 小心地走近那房子, approach the manager about … 同经理谈……， approach the question as a scientist 从科学家的角度来处理这一问题，Snow announced the approach of winter. 雪宣告了冬季的来临。I like her approach to the problem. 我喜欢她解决这个问题的方法。
touch v. & n. She lightly touched his forehead. 她轻轻地摸了摸他的前额。 Don't touch the exhibits. Few students in our school can touch him in music. 在音乐方面,我们学校很少有学生能与他相比。I was touched beyond words. 我感动得无法形容。They did not touch this topic in their talk. 他们在会谈中没有触及这个问题。The rain touched the crops. 这场雨使庄稼受害。They sat so close that their heads nearly touched. 他们坐得那么近,头都差不多碰到一起了。In his talk he touched on/upon the state of affairs in Latin America. 谈话中他提到了拉丁美洲的局势。Our ship is to touch at Hongkong tomorrow morning. 我们的船将于明天上午停靠香港。It will break at a touch. 那东西一碰就破。Let's stay in touch. 我们保持联络。He's added a few finishing touches to his novel. 他给小说作了最后润色。He has a touch with birds. 他擅长养鸟。The young man recited his poems with a touch of pride. 那个青年带点骄傲地朗诵他的诗作。
cheek n. The little girl has rosy cheeks. 那个小女孩脸颊红润。 He had the cheek to ask me for money. 他竟厚着脸皮向我要钱。How can you cheek your grandparents in that way? 你怎么可以那样无礼地对祖父母讲话?
learned a. The more learned a man is, the more modest he usually is. 人愈有学问,往往愈是谦虚。learned books 学术性书籍
stranger n. I feel strange in the presence of strangers. 在陌生人面前,我感到不自在。 Sorry, I don't know. I'm a stranger here myself. 对不起,我不清楚。我对这里也不熟。He is no stranger to sorrow. 他饱经忧患。I'm a stranger to statistics. 我对统计学一窍不通。
spoken a. They built a robot capable of understanding spoken commands. 他们制造了一个能懂口头指令的机器人。He is a shy soft-spoken person. 他害羞,说话轻声细语的。
express v. & n. Really, I hardly know how to express my gratitude. 我真不知道如何表达我的感激之情。The doctor expressed poison from her wound. 医生把毒液从她的伤口挤了出来。Please send this parcel by express delivery. 请用快递寄送这个包裹。The doctor gave express orders that the patient was to have no visitors. 医生明确嘱咐,那个病人不可会客。We took an express bus home. 我们乘特快公车回家。They painted the house for the express purpose for selling it. 他们专为卖房而油漆房子。Please send the parcel express.
action n. The quick action of the firemen saved the building from being burned down. 消防队员行动及时,该建筑物方免遭焚毁。The action of water on rock should be taken into account. 应考虑到水对岩石的作用。All the action in the play takes place at one railroad station. 该剧的整个情节均发生在一座火车站里。Finally she had to file an action for divorce. 最后她只好提出离婚诉讼。
posture n. a sitting posture 坐姿, They are trying to adopt a more cooperative posture. 他们正试图采取更为合作的态度。He enjoys posturing in front of an audience. 他喜欢在观众面前装腔作势。
likely a. & a. John is likely to be in London this autumn. 今年秋天约翰可能在伦敦。 The park is a likely place for the picnic. 这公园倒是个适合野餐的地方。 We will most likely be late. 我们很有可能会迟到。
Muslim n. & a. A Muslim is a believer in or follower of Islam. The word Muslim means one who submits and implies complete submission to the will of God (Allah). Muslims believe that nature is itself Islamic, since it follows natural laws placed by God. Thus, a Muslim strives to surrender to God's commands every step of the way.
The holiest book for Muslims is the Qur'an, or the 'Koran' in English. Muslims consider the Arabic Qur'an as the direct revelation of God; translations do exist to other languages but are not regarded as the literal word of God.
Other canonical texts of the Muslim include the hadith which are recordings of the life of the prophet made by the people who were around him. Many matters not specifically mentioned in the Qur'an are covered in the hadith. The degree to which the hadith are authoritative depends on the sect which a Muslim is from.
The basic beliefs of Muslims are: belief in God, His angels, His revealed Books, His Messengers, the Day of Judgement, and the Al Qadar (which is a form of divine pre-destination). The revealed books of Islam also include the Injil (Christian Gospels), the Torah and the Psalms.
The Five Pillars of Islam on which a Muslim's life is founded are:
The Testimony that there is none worthy of worship except God and that Muhammad is his messenger.
Establishing of the five daily Prayers (Salaah). These prayers are ritualistic in nature and adherence to the ritual practice is required. The location at which one prays is not strictly defined as long as one is able to establish the Qiblat.
The Giving of Zakaah (charity), which is generally 2.5% of the yearly savings for a rich man working in trade or industry, and 10% or 20% of the produce for agriculturists. This money or produce is distributed among the poor.
Refraining from eating, drinking and having sex from dawn to dusk in the month of Ramadhaan (Sawm).
The Pilgrimage (Hajj) to Mecca during the month of Zul Hijjah, which is compulsory once in a lifetime for one who has the ability to do it. This ability includes the financial means and the physical strength since the hajj can be strenuous. Also, one has to obtain a permit from the Saudi government which is granted based on an annual quota based on country.
comedy n. Comedy is the use of humour in the performing arts. It also means a performance that relies heavily on humor. The term originally comes from theater, where it simply referred to a play with a happy ending, in contrast to a tragedy. The humor, once an incidental device used to entertain, is now an essential aspect of a comedy.
A recognised characteristic of comedy is that it is an intensely personal enjoyment. People frequently fail to find the same things amusing, but when they do it can help to create powerful bonds.
Phrases for unit 1 Module 1
Unit 1 School life 35.the best way to do / of doing sth
1.tell the differences between…and 36.achieve high grades/ success
2.know of / about sb/sth 37.a bit challenge
3.(be) at ease with 38.at first
4.be happy with sb / sth 39.spend… (in) doing
5.on (the ) average 40.at the end of this month
6.used to do sth 41.miss doing
7.be used to doing sth 42.as well (as )
8.for free 43.word by word
9.such as 44.at the beginning of …
10.encourage sb to do sth 45.according to…
11.introduce A to B 46.first of all
12.pass sth on (to ) sb. 47.do like eating desserts
13.be available for 48.think of
14.(be) far ( away) from 49.learn about
15.make sure that…. 50.the quickest way to get to the canteen
16.graduate from 51.go straight on
17.upon/on doing 52.be late for…
18.surf the internet 53.get/be/become interested in
19.donate sth to sb 54.develop an interest in
20.forget to do sth 55.miss the chance to do sth
21.forget doing sth 56.instead of (doing) sth
22.inform sb of sth 57.pay attention to
23.prepare for 58.as… as possible
24.make preparations for 59.finish doing
25.in preparation for 60.compare …with
26.do… for preparation 61.regret to do
27.be responsible for 62.regret doing
28.be made up of 63.songs sung by the students
29.consist of 64.stop to do / doing
30.come up with 65.read …out aloud
31.mean to do 66.have something done
32.mean doing
33.than usual / as usual
34.attend assembly
Unit 2 Module 1
36.keep … in mind
1.turn up 37.get … tidied up
2.force sb to do sth 38.clean …up
3.an unpleasant experience 39.either…or
4.can’t wait to do… 40.not…. at all
5. be supposed to do 41.ask for sth
6.be gong/ missing /lost 42.at the moment
7.do with… 43.refuse to do …
8. deal with 44.insist on doing
9.leave sb in charge 45. be to do …
10. be in charge of 46.at present
11.act like an adult 47.prevent doing
12.expect sth from sb 48. prevent … from doing
13.go unpunished 49.allow sb to do…
14.go out 50.keep doing
15.have sth done 51.help …with
16.not … any more 52.shout at
17.deserve to do 53.like crazy
18.be hard on… 54.every time
19.be rude to … 55 forbid …from doing
20.be different from… 56. search for
21. than ever (before ) 57.waste .. doing
22.make sb do 58.invite sb to do…
23.even if 59.now that…
24.without being punished 60.feel like doing
25. should have done 61.in the form of…
26.explain to sb sth/ that… 62.suggest doing
27.on one’s holiday / vocation
28.argue about sth with sb
29. a little bit expensive
30. be proud of
31.stay up
32.after all
33.mix…up with…
34.in fact
35.keep doing
Unit 3 Module 1
1.by doing …
2.keep sb doing…
3.cause sb to do ….
4.hear from
5.for weeks
6.three times a week
7.work out
8.stay slim
9.be ashamed of…
10.lose weight
11.keep doing
12.regret doing
13.follow sb’s advice
14.be amazed about
15.go on diets
16.learn from
17.in secret
18.keep fit
19.side effect
20.unlike what Jeff said
21.by the way
22. join sb in sth
23.help do …
24.be surprised to do…
25.prepare sb for…
26. as a matter of fact
27.in no time
28.along with
29.come cross
30.in the long term
31.give out
32.be dying for sth/ to do sth
Unit 1 Module 2
page 1 Page 7.
1. a sunken ship 31. dream of
2,run into 32.come true
3. reason for building the pyramids 33 separate…from…
4. believe in 34..take off
page 2 Page 11
5.step up 35.so far
6. search for 36.get…done
7.go missing page 18---19
9.due to 37.be said to be hairy
10.because of 38.run after
11.stay out late 39.on average
12.show up=turn up 40.footprints made by men
13.the next day /next day 41.cause ...to do
14.in fact 42.could have done
15. did return home 43.become convinced
16.see/hear/… doing/do 44.make one’s way to…
17.go straight home 45.have the chance to …
18.put on Sentences’ structures:
19.according to… 1.Mr Foster was surprised that his son did not
20.outside the window tell anyone that he was staying out late.
Page 3 2. However, police found that Justin did in fact
21.full moon return home on Friday night .
22. strange looking creatures with large black eyes 3.Witnesses also say they saw Justin walking towards his home at 10.45 p.m.
23.so that/ so …that…
24.do research on
25.rule out
26.look into
27.make up
28.take charge of=be in charge of/ in the charge of
29.look at…
30.give up
Unit 2 Module 2
p 22 -23 an animal to sit on make a fire
be busy doing… lose one’s way
spend… (in) doing run out
be ready to do… a piece of equipment
on camels/ by camel when needed
be the size of … P 28 over a period of time
sleeping bags p 31 be disappointed at…
so that (conj) in total silence
on clear nights (prep) at dawn
in the dark (prep) p33 look out for …
in case (conj.) at the foot of…
in case of …(prep) p35 up to $ 2,000
in that case (prep) in total
turn upside down P 38
get turned join together
including cows’ blood reach to the sky
close to…. stay young
as …as possible be covered with…
worry about…. feed on…
refer to…. in harmony with
p 25 can’t wait to do… provide …with…
sound like…
look forward to doing…
be worth doing…
P 27 as well
1. I’ll bring a torch with me so that I’ll be able to see in the dark.
2. You have to wear special clothing just in case your raft gets turned upside down or sinks.
3. We’ll try to get as close as possible to the animals, even though they’re dangerous.
4. The weather report says that it will be raining when we arrive in London.
5. As you can see, my schedule for June is full and I cannot go to London for the festival.
6. Lakes , surrounded by vast grasslands, look like jewels.
Unit 3 Module 2
p 41 within seven years
of all time have something/nothing to do with…
have an effect on… at the age of
p42 result in/ result from
during one’s lifetime in advance
teach sb to do … based on…/ base…on
be curious about p 45
at the age of … pay off/ back/for…
set sail (for….) make a great contribution to…
search for later on
be known as… p50
a city called Luxor set foot on…
as well as /as well at full speed
by the 1920s pay (little/ much ) attention to…
right away P58
upon doing… in orbit
fall ill not only….but also
lead …to / lead to win somebody something
P45 in control
fall ill with a fever be proud of
at the moment of… look up to …
hear of… manage to do...
the following day
die of…
shortly after….
Sentences :
p42.By the time we left, it was empty.
Upon entering the tomb, Carter’s lucky pet bird was eaten by a snake.
p43 If breathed in, the viruses can result in illness or even death.
What is certain, though, is that the mystery of Tutankhamun’s tomb has never been fully explained.
P58 Born in 1965, Yang Liwei has wanted to fly since he was young boy.
The team spent the next five years being trained.
It was his high scores on the psychological tests that finally won him his position as China’s first astronaut.
Unit 3 Module 3
be known as
take over
continue to do…
turn to …
be covered with/by
a pair of binoculars
be off to …
by the time…
together with….
prevent …from….
be involved in…
brush away
prepare oneself to do…
in good condition
carry out
lead to…
on board
in memory of….
be in use
in return for….
once again
no more
in the following hundred years
arrange for…
go on a cultural expedition to….
run through
refer to….
pay attention to…
have the chance to do/ of doing….
throughout the world
focus on….
in history
Unit 1 Module 3
page 2-3 that far lose sight of…
glance at continue doing
in sight sweat with fear
set off all of a sudden
by the time ring out
feel a rough hand brush her face page 16---17 work out a plan
feel here heart beating with fear be used to do …
wish for according to…
hold her still a chair to sit on
reach out ( for …) fall asleep
stare (up) at look up (at …)
rest on … bang into
watch out (for…) in a beautiful dress
be off offer sb sth
a fog this bad page 18 mainly because
pay back the chance of being attacked by a shark
get across the road feed on..
except in a fog like this be known as
have … in common find out
page 5 follow one’s advice be fit to do…
weather that bad the latter type of attacks
be frozen with be likely to do…
believe in over a long distance
page 6 go hungry be attracted to sth
page 9 be related to… the following tips
be linked to… hit… on the nose
a question to be answered stick sb in the eye
page 11 have something/nothing to do with..
overall health as well sign language even if
make the most of at lunchtime sleep deeply manage to do..
rather than +V in the distance be grateful to…
make one’s way to… in the near future
can’t help doing/do 名词性从句：主语从句 宾语从句
warm ..up 表语从句 同位语从句
get close to
Unit 2 Module 3
p 22-23 throughout history due to…
so many confusing rules differ from
be made up of as a whole
a language called Celtic turn into
mix…with… combine …and/with …
be different from
consist of…
pick up
lift up
contribute to…
take control of…
despite the fact
have an impact on…
result in..
by the latter half of the 14th century
mother tongue
because of…
continue doing…
P 24 take the place of…
p 25 depend on…
p26.a lauge number /amount of…
in addition
take my concerns into consideration
have a word with…
right away
sort out
p 28-29 dream of…
come tre
look up the word
a waste of…
what if.
keep changing
disagree about sth
agree with sb
care about…
keep their language pure
Unit 1 Module 4
page 1. be aware of, be tired of…
be similar to... be available to….
Project Hope on sale
page 2 encourage sb to do.. be popular with…
be used to +N/Ving ( V) of high quality/ importance/help..
in a day p 8 the following day
do research on… the previous day
share sth with sb over and over (again)
believe in an idea p 13 consider doing
for free be attractive to sb
be intended to do… p 16 regret not having done…
protect ….from…. up to 6 hours
even if/ even though be bored with….
be proud of… Page 18
connect ….to…. get sb to do…
fall for …. be concerned with
play tricks on … care about
the public get …across
be meant to do…. depend on…
lead better lives appeal to
Knowledge changes life
deal with….
live healthy lives
Smoking is committing suicide slowly
follow the advice
be smart about….
be supposed to do…
warn...against…
page 5 offer sb sth
be satisfied with…
trick….into…
take drugs
keep away from….
persuade sb into doing….
page 6 at low price
Unit 2 Module 4
save time for 词汇拓展
in honour of honour n adj adv
from around the world delight n adj adv
come to one’s attention significance n adj
under the name of brief adj adv
recognize …as… athlete n adj adv
get sth doing marry v adj n
be designed to… compete v n adj
come up with peace n adj adv
look out for contribute v n
enter…into… absence n adj
be of great use excite v n adj
call an ambulance Asia n adj
meet the requirements move v n
(keep …)under control glory n adj
make way for attract v n adj
hope for orgin n adj adv
take part in act v adj adv n
side by side require v n
break the record practise v n
make contributions to associate v n
play a role in support v n
be popular with… involve v adj n
at least
plenty of
no matter wh-…
be delighted to do
look forward to doing
hope for + N
every two years
compete for…
the opening ceremony
across the world
realize one’s dream
Unit 3 Module 4
come true end in failure
virtual reality make money
not only…but aslo P 49
pass on at the moment
thousands of last but not least
be connected to on display
give out throughout the week
put forward P 51
depend on set up
last but the not least concertrate on
set up be bored with
be accused of…. accuse …of be disappointed at /by
close down be impressed at/by/with
concentrate on be situated in/ on
in my opinion be surprised at/by
come across P 53
instead of at one time
P 42---43 in my opinion
pass on in worse condition
be connected to P 59
thousands of come across
give out tell of…
add to… recognize …as
upon doing… at a speed of…
not only …but also with the help of….
provide …with…
play the role of ….
put forward
in reality
bring…alive
P 45
take the risk of….
P 46
make a profit
Warming up
Teaching aims:
To introduce six great women and their achievements.
Teaching key points and difficult points:
To explain some words: Quaker, China Welfare Institute, campaign, etc.
Teaching procedures:
Step 1 Lead-in
1. Do you know any great people or important people? (Show some pictures to Ss)
2. What qualities make a great person?
(clever, brave, determined, confident, hard-working, unselfish, kind, active, generous…)
Step 2 Warming up
1. Pictures and Questions (Page 1)
Ask Ss read the introduction of six women and answer the following questions:
Elizabeth Fry: What did she do to help the prisoners?
Soong Qingling: Who is she? What’s her great achievement?
Jane Goodall: What’s her achievement in the study of Chimps?
Jody Williams: What did she get in ?
Joan of Arc: Do you know the name of the girl in ancient China whose experience was similar to her?
Lin Qiaozhi: What’s her major?
Step 3 Talking
1. Which of these women do you think is a great woman?
2. To be a great woman, what qualities do you think should she have? Look at the list of qualities that were discussed when we examined a great man. Are there any other qualities that you would like to add?
(intelligent, determined, generous, kind, modest, unselfish, hard-working, brave, confident,
considerate, thoughtful, energetic, imaginative, honest, decisive, sensible…)
Step 4 Discussion
1. Do you know a woman who really inspires (encourages) you? Describe her and explain why.
Tips: What does she look like? Why did she choose to …?
What do you think about..? What are her reputations?
Why do you admire her? What are her contributions?
How would you describe her?
2. Is it harder for women to become famous or get jobs in high positions? Why?
Step5 Language points
1. achieve vt./vi.
1) to get sth. done by working hard / as the result of an action or effort 完成；实现
The reason I achieve good results is because I work hard-and so could you.
我取得好成绩的原因是因为我学习努力。你也能够做到。
2) vi. succeed 成功；达到
He achieved because he was a hard worker. 他成功是因为他工作努力。
△achievement n.
As we climbed the final few metres, we felt a sense of achievement.
当我们爬完最后几米时，我们感到一种成功感。
2. condition n. [C/U] 条件；状况
The astronauts soon got used to the condition of weightlessness.
宇航员们很快就适应了失重的状态。
My computer’s a few years old, but it’s in really good condition.
我的电脑用了好几年了，但是性能还是很好。
3.concern onself with sb./sth. 关心某人/某事；为…担忧/烦恼
A teacher should love his students, and concern himself with their needs and desires.
老师应该爱护学生，关心他们的需求。
4. connection n.联系
connection between A and B A与B 的联系
Is there a connection between smoking and lung cancer? 吸烟和肺癌有联系吗?
connection with / to sth. 与…有联系
His failure has no connection with the quality of his work.他的失败与他的工作性质没有联系。
5. drive… out (of) : to force someone or something to leave 把…赶出去
The Chinese fought hard for 8 years and drove the Japanese aggressors out of China.
中国人民抗战八年,把日本侵略者赶出中国。
6. campaign n.战役；（政治或商业性）活动；运动
The plan of campaign had been made long before the war broke out.
作战计划早在战争爆发前就制定好了。
Bush’s campaign succeeded and he won the election again.布什竞选成功，再次当选总统。
Europe has started a campaign to stop people smoking.欧洲发起了一场戒烟运动。
△war, campaign, battle, fight/fighting 都与战争有关，但其规模排序为：
war >campaign >battle >fight/fighting
Gulf War 海湾战争 Huaihai Campaign 淮海战役
Pingxingguan Battle平型关大战 Battle of Waterloo 滑铁卢战役
△campaign, movement, activity 都与“活动”有关。campaign指为了达到某一目的而采取的一项或一系列积极有力的措施。如：an election campaign 竞选活动。
movement指社会或政治运动，如：the movement for national liberation 民族解放运动。 还指移动、动作、姿势等。
activity多指消遣活动或教育活动，如：
Too many out-of-class activities take up too much of our precious time for study.
7. devote vt. to use all or most of your time, effort, etc. 献身；致力于；专心于
devoted adj. [to] loyal; caring a great deal; fond of 忠诚的；挚爱的
△devote sth. to sth. / doing sth. 献身于/致力于/专心于（做）某事
devote oneself to sth./ doing sth.
be devoted to sth. / doing sth.
△be devoted to sb. 对某人忠诚/喜爱某人
Soong Chingling devoted all her life to the Chinese revolution and construction.
宋庆龄一生致力于中国的革命和建设事业。
a devoted wife / friend / father 忠诚的妻子/忠实的朋友/关怀备至的父亲
Step 6 Assignments
1. Revise the new words.
2. Discuss the two questions in “Pre-reading”.
3. Preview “Reading”.
Unit 1 Women of achievement
The First Period Reading
Teaching goals 教学目标
1． Target language 目标语言
a. 重点词汇
achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... to
b. 重点句子
Watching a family of chimps wake up is our first activity of the day. P2
Everybody sits and waits while the animals in the group begin to wake up and move. P2
But the evening makes it all worthwhile. P2
... we see them go to sleep together in their nest for the night. P2
Only after her mother came to help her for the first few months was she allowed to begin her project. P2
For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P2
2． Ability goals 能力目标
a. Learn Warming Up, and know how to tell the great women and the famous women.
b. Learn the way to describe a person from what the person did, what she/he looks like and so on.
3． Learning ability goals 学能目标
Teach Ss how to describe a person.
Teaching important points 教学重点
a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲 ）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.
b. Ask students to answer these questions:
1) What made her a great success?
2) What should we learn from Jane Goodall?
Teaching difficult points 教学难点
Let everyone believe that all of us can become Jane Goodall.
Teaching methods 教学方法
Inspiration, Questioning and Discussion.
Teaching aids 教具准备
A computer, a projector and a recorder.
Teaching procedures & ways 教学过程与方式
StepⅠLead-in
T: Good morning, everyone! Haven’t seen you for a long time. Did you have a good time in your holidays? What did you do during the holidays?
S1: Yes, I had a good time. You know I enjoy movies, sports and other types of entertainment. I saw several favorite films and every afternoon, I would play basketball with my friends.
S2: I would die of boredom. I didn’t know what to do but read. I didn’t know how to relax myself. I just hoped that the new term began. The sooner, the better.
T: That sounds interesting. In fact, boredom is a kind of feeling. There is a good way to be away from it. Believe it or not, that is to help others, no matter who they are, human being or animals. Have a try, Ok? Today we’ll learn Unit 1. It introduces several women to us and tells us how they live and work. Now let’s turn to Page 1. Look at these pictures and the brief introductions, then work in pairs to discuss which of these women you think is a great woman. You need to give your reasons for your choice.
Give students 3 minutes to do this task, and then ask some of them to speak out their choices. Teacher should give them some guide. For example, what is her ambition? What are the problems she met? And what are her sacrifices? After that the teacher can refer to the chart on Page 11 in the reference book. And then give them a brief summary about their discussion.
A sample summary:
As great women, they don’t care for themselves at all, and at some point or rather, they must give some sacrifices, just like Lin Qiaozhi, she devoted all her life to medical work for Chinese women and children and had chosen not to have a family of her own. Instead, she made sure that about 50,000 babies were safely delivered to their mothers. Not all people can do this. Once they have chosen their careers, they would carry on with them without any withdrawal. What they did is encouraging thousands of people to continue their careers. Those who are only famous but not great can’t be matched.
StepⅡReading
There are four tasks in this step:
a. Pre-reading to find the main idea of each paragraph.
b. Making a chart of the text structure.
c. Language points.
d. Comprehending.
Task 1 Pre-reading
There are 3 paragraphs in the text, and each one has its main idea. These main ideas support the title A protector of African wildlife. Teacher can give students some time to read the text quickly and find these main ideas to form a overview of the text.
T: How many paragraphs are there in the text?
Ss: Three.
T: What are the main ideas of theirs?
S1: The first paragraph is about a day in Combe National Park.
S2: The second one tells us how Jane Goodall did her research and the achievement she has made in her research.
S3: The third one tells us her influence to the world.
T: OK. Can we divide the text in this way? There are four paragraphs in the text. The first one is about a day in the park. The second one is her way of doing her research and some achievement. The third one is her attitude and feeling to the animals. And the last one is a short summary to her.
Ss: That’s right.
T: Thanks. Well, let’s draw a chart of the text together according to the main ideas we’ve found.
Task 2 Making a chart
A protector of African wildlife
↓
① ② ③
│ ∣ ∣
A day in the park Jane’s way to study chimps Her attitude to and her achievement the animals
↓
④
She has achieved everything she wanted to do.
Task 3 Language Points
T: By now, we have mastered the main idea and the details. Do you have some difficulties in the language?
S1: Yes. What does this sentence mean: “Watching a family of chimps wake up is our first activity of the day”?
T: Who’d like to help her?
S2: The subject of the sentence is a “V-ing form”, and the Predicate is “is” not “wake up”. So the meaning of the sentence is: 今天我们的第一件事是观察一个猩猩家庭的早起。
T: That’s right. Sometimes we should depend on the structure of the sentences to help us understand the meaning.
S3: Miss Wu, the sentence: “This means going back to a place where we left the chimp family sleeping in a tree the night before.” is beyond me.
T: This sentence is a little difficult. First, it includes an Attributive Clause. The clause is: where we left the chimp family sleeping in a tree the night before. Second, there are two structures in the sentence. One is “to mean doing”; the other is “leave ... doing”. For the first one, we can refer to the Appendices in Page 76. Now let’s look at the second one. In fact, there are several same structures in this text. Please look at these sentences.
Show the sentences on the screen:
1. ... where we left the chimp family sleeping in a tree the night before.
2. ... we see them go to sleep together in their nest for the night.
3. But the evening makes it all worthwhile.
4. ... was she allowed to begin her project.
5. ... Jane Goodall has been helping the rest of the world understand and respect the life of these animals.
T: Now look at the boldface（黑体字）. All the structures of the Predicates are Verb + Object + Object Complement. Let’s translate these sentences to taste the meaning and usage of Object Complement.
Ask some of the students to translate these sentences. Give them some explanations: When we use -ing form as Object Complement, it means this act is continuing. For example, Sentence 1. When we use -to do form as Object Complement, it means this process of the act has finished or to begin. We can take Sentence 2 and 4 for example. When we use an objective as Object Complement, it means that it shows us a kind of state. We can take sentence 3 and 5 for example. If possible, teacher still can give them more examples about this structure.
I heard the teacher call my name.
I will let you know the result of the voting as soon as possible.
We watch the children diving into the water from the top diving board.
Let’s go, let him alone.
S4: Miss Wu, I find this sentence a bit strange: Only after her mother came to help her for the first few months was she allowed to begin her project.
T: Yeah, this sentence uses the structure of inversion. The sign is that only phrase is placed at the beginning of the sentence. We will learn it later. Now it is Ok that you know the meaning of the sentence. Any questions?
Ss: No.
Task 4 Comprehending
T: Do you still have any questions? No? Ok, let’s finish next task. Read the text again and try to finish Exercise 1&2 in Page 3 as quickly as you can.
Give students some time to do this. After that, check the answers with the whole class.
Step Ⅲ Discussion
When we are guiding students to read something, besides hoping that they can learn some basic knowledge the material shows, we still hope they can learn something that can reflect the spirit of human being. This is the most important thing a teacher should show to students.
Ask students to work in groups of four and discuss the following questions:
1.What made her a great success?
2.What should we learn from Jane Goodall?
T: I think, there is not a single person who doesn’t admire success. But what is the way to succeed? Now we have read Jane Goodall, can you make sure what made her a great success, and what we should learn from her? Please discuss these two questions, and then some of you will report your opinions to all the class.
Give students some time to discuss.
T: Boys and girls, have you finished your discussion? How about your group?
G1: We think that there are two points that made her successful. One is her way to study chimps, and the other is her true love to the animals. The first one is facile (易做到的), because it is only a way. Everyone can do it. But for the second one, it is more easily said than done. As a woman, she gave up everything, went to the forest to study the chimps and devoted all her love to these animals. It is really not easy. What we cannot understand is that how she has such great personality.
T: These are very interesting questions. As far as I know, it is her relief that raised her personality. Everything is equal, no matter what they are. It isn’t because we are human being that we are superior to the other living thing. We don’t have any right to control other living thing. We all live on the same planet, they are our brothers or sisters. The only difference is that we have different shapes and have different wisdom. If you have the same love to the things around you, you can turn to be her. OK, how about the second question?
G2: At first, we admire she had the wisdom and courage to give up her chance to go to university and went to Africa to begin her own research. This makes us think over what we should think when we are choosing our majors or a university. Secondly, most of us think that man is the master of the world, because he is the most intelligent animal on the earth. So he can decide every thing he thinks right, including doing some experiments on animals, in spite of their pains. Jane not only saw this, but also tried her best to help them and argued for them to be left in the wild and not used for entertainment or advertisements. What she said in the text is very moving. It shows her deeply love to the animals. We should learn this from her. In fact, there are so much we should learn from her, her consideration, her hard work and so on.
StepⅣ Listening
Have a listening. Let students listen to the reading material, follow and repeat it, pay attention to the new words and expressions, as well as the sentence structures they have learned just now.
StepⅤ Homework
T: I’m very glad to hear what you said. You have learned what you should learn from Jane Goodall. And I believe you will be Jane Goodall, if you treat everything around you equally and show your love to them. Now time is up. Today’s homework is to finish the exercises in Page 4 and 5. Make some preparations for the next class. See you next time.
Ss: See you.
Grammar
Teaching goals
1. Target language
a. Important phrases.
achievement, inspire, worthwhile, observe, institute, respect , condition, argue, entertainment
b. Key sentences.
Our group are all going to visit the chimps in the forest
Our group includes six boys and five girls.
2.Ability goals
a. Enlarge vocabulary by learning word-formation.
b. Learn to use Subject-verb agreement correctly.
3.Learning ability goals
Teach students how to enlarge vocabulary by word-formation and how to use subject-verb agreement. Teaching important points
Noun Suffix in word-formation.
Subject-verb agreement of collective nouns.
Teaching difficult points
Enable students to use collective nouns correctly, by understanding their meanings in certain situations.
Teaching methods
Let students do the exercises, and then collect their answers. Ask them to conclude the rules and then give them some explanation.
Teaching aids
A projector.
Teaching procedures & ways
Step I Revision
Review the text by checking the answers for Exercises 2, 3 and 4 on Page 4 and 5. These exercises are about the useful words that appear in the text.
Step II Word-formation
There are two tasks in this part. One is leading in, in which teacher trys to give students as many words as possible. Let them guess the meanings of the words. The second one is to finish Exercise 1 on Page 4.
Derivation is one of the most important word-formation. It is helpful in enlarging students' vocabulary. Teachers can give them enough words, and let them guess the meaning of these words. As a result of this, students will be interested in the word-formation, and begin to use the method to guide their word study in their daily life.
T: Just now we reviewed some words in the text. Now please look at these words on the screen and say the meanings of them.
Organize Organization State Statement
Discuss Discussion Entertain Entertainment
Direct Direction Consider Consideration
Decide Decision Agree Agreement
Prepare Preparation Achieve Achievement
Inform Information Treat Treatment
Deter- Determination Improve Improvement
Express Expression Encourge Encouragement
Examine Examination Enjoy Enjoyment
Educate Education Govern Government
Feel Feeling Find Finding
Begin Beginning Mean Meaning
T: From the above chart we can see that with knowledge of word-formation, we can enlarge our vocabulary. Today, we'll focus our attention on the Noun Suffix. There are many Noun Suffixes in English. In this unit, we'll learn -ment, -ing, -ation, -ist and so on. Now let's finish Exercise 1 in Page 4.
Let students finish Exercise 1. Check their answers with the whole class.
T: Here are some other noun Suffixes on the screen. Read it and write down them in your note books. Noun Suffix
-er(fighter) -or(sailor) -ist(artist)
-ant(assistant) -ee(employee) -ian(librarian)
-tion(attention) -ment(government) -dom(freedom)
-ness(carefulness) -ism(socialism) -ship(friendship)
-ure(pleasure) -ty(society) -ence(reference)
Let students do it, and then check the answers with the whole class.
Step III Discovering useful structures
Tell students what they should do next. Ask them to read the EXAMPLE in Exercise 1 on Page 5. Make sure that they know what they should do. Finish Exercise 1, and check the answers.
T: Do you have any questions?
Ss: Sometimes it's difficult to decide whether the meaning of the subject tends to single or plurality. T: This is a good question. Although we know that if the word refers to different members, use a plural, and if the word is considered as a whole, use a singular verb, we still find it is difficult to use this in our practice. I think what we should do is to practice again and again. Try to experience the meaning of the word in the situation. That's the way to solve this problem. Ok, let's finish Exercise 2 on Page 5.
Let students do it. They can have a discussion to check the answers. After that, check with the whole class, to fact teacher should enlarge this structure for students. Die grammar chart in the reference book on Page 5, is a good one to let students know more about subject-verb agreement. If possible teacher could show all the grammar knowledge to students. This is especially useful for those who would like to learn English Grammar.
1．两个或两个以上做主语的单数名词用and连接，谓语用复数．
Tom and Dick _______ (be) good friends.
但若表示一个集合体时则用单数。
A singer and dancer ______ (be) present at the party.
The worker and writer ___ (be) talking to the students.
Bread and butter ________ (taste) good.
(a needle and thread, a horse and cart, a watch and chain, a coat and tie, truth and honesty, medical help and cure)
2．用 and 连接的两个名词若被 no, each, every, many a 修饰，则谓语动词用单数。
No bird and no beast ______ (be) seen in the bare island.
Many a boy and many a girl ______ (have) made such a funny experiment.
At Christmas each boy and each girl _____(be) given a present.
3．两个主语由not only…but also, or, either…or, neither…nor 等连接时，谓语动词与第二个主语保持一致．
Either he or I _____ (be) to go there.
______ (be) either you or he going to attend the meeting?
4.主语后有as well as, like, with, together with, but, except, besides,等，谓语应于前面主语保持一致．
A professor, together with some students, _____ (be) sent to help in the work.
No one but the teachers _____ (be) allowed to use the room.
5．一些集合名词做主语，如果看作一个整体，谓语动词用单数；如果指其中的成员，谓语用复数．如audience, committee，class(班级),crew（全体船员或机组人员), family, government, public(公众)等，
但people, police, cattle等只能用复数．
My family _____ (be) a big family.
My family _____ (be) listening to the radio.
The police ____ (be) trying to catch the thief.
6.通常作复数的集体名词
有些集体名词，如police, people, cattle, militia, poultry(家禽),)等，通常作复数，用复数动词。例如：
Domestic cattle ______(provide) us with milk, beef and hides.
7.通常作不可数名词的集体名词
有一些集体名词，如machinery, equipment, furniture, merchandise (商品)，clothing 通常作不可数名词，随后的动词用单数。例如：
The merchandise _____(have) arrived undamaged.
All the machinery in the factory ____ (be) made in China.
8．表示时间、重量、长度等名词，尽管是复数形式，但作为一个整体看，谓语还是用单数。
Five minutes ______ (be) enough.
One dollar and seventy eight cents _____ (be) what she has.
9. all 作为主语，代表人物时，一般用作复数；代表整个事件或情况时，一般 看作单数。
All that I want _____ (be) a good dictionary.
All ______ (be) silent. 人人都缄口无言。万籁俱寂。
All ______ (be) out of danger.
10．形容词加定冠词 the 表示一类人时，谓语动词用复数。
What a life the poor were living!
The young _____happy to give their seats to the old.
11．who, which, that 作定语从句的主语时，其谓语取决于先行词。
Those who want to go should sign your names here.
He is one of the students who have passed the exam.
He is the only one of the students who has passed the exam.
12. 以-ics结尾的学科名称
某些以-ics结尾的学科名称，如physics(物理学)、mathematics(数学)、mechanics(机械学)、politics(政治学)、statistics(统计学)、economics(经济学)、linguistics(语言学）athletics(体育学)、等，通常作单数用。例如：
13. 其他以-s结尾的名词
英语中有一些由两个部分组成的物体名称通常是以-s结尾，如scissors(剪子)，pincers(钳子)，glasses(眼镜），shorts(短裤)，trousers(裤子)，suspenders(吊裤带)等。这一类名词，如果不带”一把“、”一副“、”一条“等单位词而单独使用，通常作复数。例如：
如果带有单位词，则由单位词的单、复数形式决定动词的单、复数形式。 例如：One pair of scissors isn't enough.
14.以-s结尾的地理名称
某些以-s结尾的地理名称，如果是国名，如the United States, the United Nations, the Netherlands等，尽管带有复数词尾，但系单一政治实体，故作单数用。但若不是国名，而是群岛、山脉、海峡、瀑布等地理名称、通常作复数用。例如：
The West Indies, apart from the Bahamas, are commonly divided into two parts. The Himalayas（喜马拉雅山脉) have a magnificent variety of plant and animal life.
The Straits of Gibraltar have not lost their strategic importance.
15. 英语中还有一些以-s结尾的名词，如:
arms(武器), clothes(衣服), contents(内容，目录) fireworks(烟火), goods(货物), minutes(记录), morals(道德，品行), remains(遗体), stairs(楼梯), suburbs (郊区), thanks(谢意), wages(工资)等，
通常作复数。
16.凡是由-ings结尾的名词，如: clippings (剪下来的东西), diggings (掘出的东西), earnings (收入), filings (锉屑), lodgings (租住的房屋), surroundings (环境), sweepings (扫拢的垃圾) 等, 通常作复数用。例如：
The clippings of the hedges are usually burnt.
The sweepings of the godown(仓库) have been disposed of.
17. 还有一些以-s接的单、复数同形的名词，如: headquarters(总部), means(方法、手段), series(系列), species(种类), works(工厂)等，随后动词的单、复数形式取决于这些名称是作单数，还是用作复数。例如：
A headquarters was set up to direct the operation (指挥作战).
Their headquarters are in Paris.
The only means to achieve success is to appeal to arms (诉诸武力).
18. remains用于”遗体“意义时，随后的动词通常作复数：
His remains lie in the churchyard.
The martyr's remains were buried at the foot of the hill.
但作”遗迹“或”剩余物“解释时，可作复数或单数用：
Here is the remains of a temple.
The remains of the meal were/was fed to the dog.
19. 如果作主语的名词词组由“分数(或百分数)+of-词组”构成，其动词形式依of-词组中名词类别而定。例如：
Two thirds of the swampland(沼泽地) _____ (have) been reclaimed(开垦).
Over sixty per cent of the city ____ (be) destroyed in the war.
Thirty-five per cent of the doctors ______ (be) women.
20. 如果主语是all of ...,some of ...,none of ...,half of ...,most of ...等表示非确定数量的名词词组，其后的动词形式依of-词组中的名词类别而定。例如：
Most of the money _____ recovered by Deputy Player.
Most of the members ______ there.
All of the cargo ______ lost.
All of the crew ______ saved.
21.两数相减或相除，动词用单数；两数相加或相乘，动词可用单数，也可用复数。例如：
Forty minus fifteen (40-15) leaves twenty-five.
Forty divided by eight (40/8) is five.
Seven and five (7+5) makes/make twelve.
Five times eight (5+8) is /are forty.
22. 如果主语是由“a kind/sort/type of ,this kind/sort/type of +名词”构成，动词用单数。例如：
This kind of man annoys me.
但若在kind/sort/type之前的限定词是these/those,同时，of-词组中的名词又是复数，则动词用复数：
These kinds of men annoy me.
Those types/sorts of machines are up to date.
23.如果主语是由“many a+名词”或“more than one +名词”构成，其意义虽属多数，但随后的动词仍遵循“语法一致”原则，用单数。例如：
Many a man has done his duty.
More than one game was lost.
24. 1)由who, why, how, whether等wh-词引导的名词性分句作主语，其后的动词通常用单数。
2).两个由and连接的并列名词性分句作主语，如果主语表示两件事情，动词用复数。例如：
What caused the accident and who was responsible for it remain a mystery to us.
3). 以what-分句作主语的SVC结构
在以what-分句作主语的SVC结构中，主句补语是复数名词，如果主句谓语动词可用复数。
25. 1).在“one of+复数名词+关系分句”结构中，关系分句动词通常依照语法一致原则用复数形式。例如：
Joan is one of those people who go out of thier way to be helpful.
2). 在这类结构之前有定冠词the或者有the only 等限定词和强调词时，关系分句动词形式依one而定，用单数。例如：
Selfishness is the one of her many faults which defeats itself.
Listening
Teaching goals
1. Target language
Men have more chances to get to the top of their career than women.
Why did Joan have to dress up as a man to become a solider?
2. Ability goals
Enable students to know something about Joan and let students realize women can be the same success as men and know something about the International Campaign to Ban landmines.
3. Learning ability goals
Help students learn how to get required information by listening.
Teaching important and difficult points
Train to get the key words by reading the questions before listening.
Teaching methods
Instruction and practice.
Teaching aids
A recorder.
Teaching procedures & ways
Step I Revision
T: Pleased to meet you again!
Ss: Me, too.
T: Zhao, why do you look so tired?
S; He stayed up yesterday.
T: Why?
S: Don't listen to him. I just have had a cold.
T: You'd better, have some thicker clothes. The weather is rather cold these days.
S: Thank you, Miss Wu.
T;: Now, let's begin our class. Have you finished your homework?
Ss: Yes.
T: Well, now I'll show you answers on the screen. Check your answers by yourselves. If you have any questions, please let me know. After doing this, teachers can continue the next step.
Step II Listening to the material on Page 7
There are three tasks in this step: the first listening, the second listening and the third listening. Teachers should ask students to glance the whole exercises before listening, so that they can realize what is the main task in listening.
Task 1 The first listening
T: Hello, everyone! Glad to meet you. These days the topic we are talking is important women & great women. We know women can achieve the same as
men. But they have many difficulties in doing this. Today we'll have three listening materials to listen. The first one tells us some particular problems, which women have when they want a career of their own. The structure of this material is very clear. It is organized by the first, second and third paragraph. So when you listen for the first time, try to get the general idea of the material and think which sentences are the main ideas of the three paragraphs. Now let's listen for the first time. Play the tape for the first time for students to get the main ideas of the paragraphs. And then ask students to try to retell what they have heard. It doesn't matter whether they
are some details, such as words or sentences, or they are some main ideas. Because the purpose of doing this is to let students know they have caught some information. Everything is OK.
Collect what they have heard and write down them on the blackboard. Teachers can let them discuss which are main ideas and which are details.
Task 2 The second listening
There are two purposes in this task. One is to let students finish Exercise 2; the other is to let students get some useful information to finish Exercise 1 and 3. So after the discussion, teachers can let students look through the Exercises on Page 7 in order to catch the useful information to finish the exercises when they are listening. Then play the tape again, and try to finish Exercise 1&2. Exercise 1 is about some details. Exercise 2 is about the main ideas of each paragraph. Teacher can make a pause, and repeat it where the main ideas appear to make sure students can catch it.
Task 3 The third listening
This is a good chance for students to check their answers. After listening twice, most students can have a good understanding about the material, and can write down the answers mostly. So this time is for their checking and adding their answers.
If they still have some difficulties, play the tape for the fourth time to meet their needs.
Step III The listening material on Page 41
Teacher can ask students to guess the content of the material, according to the questions in exercises. And then have a listening and finish the exercises. The steps of the listening are the same with the above one.
Step IV Listening material on Page 44
This is a short dialogue between Jody Williams and a journalist. If students want to know something about the dialogue, they must pay attention to the questions. Ex 2 in the Listening Task offers some information. They can guide students to get what they are required to get. So it is necessary to tell students to read the chart carefully ahead, and then listen to the tape. Students can write down some notes instead of the whole sentences.
Step V Homework
T: Today, we learned something about women. I believe what they did and what they are facing may give us some inspirations. For girls we should believe that although we may face some difficulty, we are able to try our best to realize our dreams. OK, today's homework is to read the article A GOOD EXAMPLE FOR ME and make some preparations for the speaking in Page 7. That's all for today, bye, everyone.
Ss: Bye, teacher.
For most students it is difficult to finish all the three listening materials in one class. So teachers can make one of them as homework, let students listen to it after class.
课前导学
1.预习：Part A
2.重要短语：
1). 消减；缩减；减少___________ 2) 自由发言___________
3）原材料___________ 4）用尽___________
5）对…担心___________ 6）只要___________
7）砍到___________ 8）四处打听___________
3.根据课文内容完成下面的表格：
Speakers Lin Shuiqing
( a1._________ from the
Green Society ) Qian Liwei
( a business development
2.______________)
Points
Economic development is bad for the 3.___________
A healthy environment and development should be 4._________ at the same time.
5._______________
Large areas of the world are damaged by chemical 6.______________.
People suffer from air and water pollution.
Much sea life being 7._________ by fishing boats.
Many factories and industries control the amount of pollution they produce.
They are careful to spend money 10.__________ any damage they cause.
The people 11.__________ these factories are concerned about the environment.
Suggestions
8._______ back on production and reducing the amount of things people make and buy.
Thinking more about 9.__________ our waste.
Teaching people ways of living that do not harm the environment.
Producing more things from
12.________ that have been recycled.
Better 13._________ to preserve the environment.
Paying higher 14.________ for polluting the environment.
4. 根据Reading部分的课文内容选择正确答案：
(1)Mr. Qian Li wei approves of the following points except _________.
A.large amounts of fish are being caught by fishing boats before they can lay eggs.
B.People are more important than fish and trees.
C.We should produce more things from recycled products.
D.We need more effective laws to preserve the environment, which still allow the economy to grow.
(2)Which of the following statements can suggest that we can achieve a balance between the economy and environment ?
A.Many people are willing to pay slightly higher prices for things that are environmentally friendly.
B.Many people, old and young, are doing their best to protect their surroundings.
C.Our country has passed the law that factories which pollute the environment should have to pay higher taxes.
D.All of the above.
教学过程
词汇讲解
1. debate vi./n. 辩论，争辩，争论
debate with sb. about/on sth._____________ hold a debate ___________
beyond debate ______________ under debate ___________
1)We are _______________or not to have a trip this summer. 我们盘算着今年夏天是否去旅游。
2) She debated with herself for a while, and then picked up the phone.
辨析debate/ argue/ discuss
debate 指正式辩论，着重双方“各抒己见”
argue 着重“说理，争论”和“企图说服”
discuss 着重“讨论，磋商”
3) We ____________with the waiter about the price of the meal. 我们跟服务员争执那顿饭的钱。
4) Have you _________ the problem with anyone? 你与谁商量过这个问题？
5) We _________ the proposal for three days. 那个建议我们辩论了三天
2. operate
The doctor operated on the baby’s throat.
What skills are needed to operate this machine?
Illegal drinking clubs continue to operate in the city.
Soldiers cannot operate effectively without good food.
拓展：
operating system _____________ operating table_____________
perform an operation on _____________ in operation _____________
put/ bring sth into operation _____________ come/ go into operation _____________
3. credit 荣誉，赞扬；信用，信赖;名声，信誉;赊账，信用贷款；学分
He deserves credit for what he has done for the city.
Your honesty does you great credit / does great credit to you.
We gave credit to his story.
George has credit with his teacher.
He is a man of great credit in our town.
Greatly to his credit, he won the prize.
I bought the dishwasher on credit.
He hasn’t enough credits to get his degree.
4. responsibility
We have responsibility for protecting them.
You must take responsibility for what you have done.
Mike is responsible for the whole project.
5. cut back on
To save money, we should cut back on our spending.
Many companies are cutting back on staff at the moment.
If we cannot sell more, we will have to cut back on production.
6. use up / run out/ run out of
Don’t use up all the milk. We need some for breakfast.
Her money soon ran out.
She is always running out of money before payday.
难句分析
1.With me are Ms Lin Shuiqing, from the Green Society, and Mr Qian Liwei, a business development consultant.(P22 Line5)
【句式研习】 该句是一个______句，由于主语 “Ms Lin Shuiqing, from the Green Society, and Mr Qian Liwei, a business development consultant” 较长，为了避免句子___________，往往把介词短语 或其他成分提到句首。
【归纳拓展】
1）当句首状语为方位词，且谓语动词为go,come等表示位置转移的动词时句子须倒装。
翻译：飞机飞高了。______________________________
翻译：主席进来了，会议开始了。________________ and the meeting began.
2) 当句首状语为表示地点的介词词组时，句子须倒装。
翻译： 一个身材高大的警察从拐角处走来。__________________________________
2. The world’s population has grown by six times what it was in 1800. (P22, Line 19)
【句式研习】倍数表达法
This box is four times as light as that box.
The cotton output was four times greater than that of .
The Earth is 49 times the size of the Moon.
3. As a business development consultant, I’m often seen as being against the environment. (P23, Line 29)
【句式研习】本句中as 是______词，用来谈论________________________________.
As an interviewer, you ought to sit back and listen.
She spoke of him as her dearest friend.
比较：
As I left the house, I remembered my keys.
It is very difficult for us to know what to do, as we are not his parents.
I did as he asked.
Poor as he was, he was happy.
4. What I’m here to say is that having worked with many environmental consultants, I know that a healthy environment and development should be possible at the same time. （P23 Line34）
【句式研习】本句中what 引导一个________从句作__________,第一个that引导的______从句；在_______从句中，know后的that 引导了_______从句，而现在分词短语having worked with many environmental consultants作________状语。
5. The people operating these factories are deeply concerned about the environment. (P23, Line 37)
【句式研习】本句中operating these factories作________, 用来_________________，相当于一个________从句。
There is a piano standing （= which ________）in the corner.
A man respecting others (= who _______________) will himself be respected.
Can you see the star moving (=that _____________) in the sky?
6.Asking around, I find many people willing to pay a little higher prices for things that are friendly to the environment. （P22 Line51）
【句式研习】 本句中asking around 为现在分词短语作_______， willing to pay…things 为形容词短语作___________, that 引导________从句，修饰________,其中that 在______从句中作 _______。
反馈矫正
1. It’s here that the river f__________ down into the see.
2. The company is famous for the p__________ of small cars.
3. As we all know, he is g_________ for money.
4. It is his r_______ to make arrangements for the meeting.
5. Are you w________ that he should be admitted into our club?
6. He deserves c__________ for what he has done for the city.
7. He stated his b_________ that evolution occurred through natural selection.
8. I paid $1,000 in t________ last year.
9. I’ll c________ my teacher about the problem.
10. These fish are often eaten r_______.
迁移创新
1. The top leaders of the two countries are holding talks in a friendly __________.
A. atmosphere B. state C. situation D. phenomenon
2. Peter’s jacket looked just the same as Jack’s, but it cost ________ his.
A. as much twice as B. twice as much as
C. much as twice as D. as twice much as
3. I was just talking to Margaret when Jackson _________.
A. cut in B. cut down C. cut out D. cut up
4. It’s helpful to put children in a situation ______ they can see themselves differently.
A. that B. when C. which D. where
5. I would appreciate _____ if you come to my grandma’s birthday party and say “Hello” to her.
A. that B. it C. you D. one
6. - I’m still working on my project.
- Oh, you’ll miss the deadline. Time is ________.
A. running out B. going out C. giving out D. losing out
7. As these new products are not selling well, the members of the board have decided to _______production.
A. cut down B. cut down to C. cut back on D. cut off
8. ________ we move the picture over there? Do you think it will look better?
A. If only B. What if C. As if D. Even if
9. The grandfather, much to the surprise of the doctors, won’t want his granddaughter _____ this week.
A. to operate on B. operates C. to be operated on D. operating
10. He is easy to get along with. that, he is a determined boy. Which of the following is wrong?
A. In addition B. Besides C. In addition to D. Apart from
课前导学
1. cut back on 2. open the floor 3. raw material 4. use up
5. be concerned about 6. as/so long as 7. cut down 8. ask around
A D
引导梳理
1. 倒装 头重脚轻
After the banquet came a firework display in the square.
Up went the plane.
In came the chairman
Round the corner walked a tall policeman.
2. 结果 限制性定语从句 先行词chemicals ,定语，chemicals
3. 表语 定语，things 虚拟should+动词原形 虚拟 be punished help
4. 名词性 主语 表语 表语 宾语 原因
5. 状语 宾语补足语 定语 things 定语 主语
6. What if you fall sick?
What if she forgets to bring the book we need?
If I say I won’t go with you,so what?
What’s more
反馈矫正
1. flows 2. production 3. greedy 4. responsibility 5. willing
6.credit 7.belief 8. taxes 9. consult 10. raw
迁移创新
1-5 ABADB 6-10 AABCA
（小周）
A Taste of English Humor
单元教学目标
Talk about different types of humor；a taste of English humor
Learn how to express one’s emotions
Learn the –ing form as the Predicative, Attributive and Object Complement
Learn to write humorous stories
目标语言
话题 Different types of humor; a taste of English humor
词汇 1. 四会词汇：
slide, skin, cruel, content, astonish, particular, entertain, entertaining, throughout,
homeless, worn-out, failure, overcome, difficulty, boil, fortunate, snowstorm, chew, bottom, mouthful, direct, star, outstanding, Switzerland, fortune, swing, pancake, mountainous, whisper, vast, sense
2. 词组：
be content with, badly off, pick out, cut off, star in, knock into
功能 情感 ( Emotion )
I enjoy this very much because… It surprises me that…
I laugh at that kind of thing because… I felt happy because…
This is fun because… I’m pleased we were both amused at…
How wonderful / surprising It’s amusing that…
语法 动词的-ing 形式作表语，定语和宾语补足语的用法
Their job is “panning for gold”.
That was the problem facing Charlie Chaplin.
Do you find it funny to see someone sliding on a banana skin?
课时分配
1st Period Reading
2nd Period Speaking
3rd Period Grammar
4th Period Listening
5th Period Writing
6th Period Summary
分课时教案
The First Period
Teaching aims: Enable students to talk about some types of English humor and Chinese humor.
Key points: Help students learn how to understand and enjoy English humors.
Difficult points: Help students know the differences between English and Chinese in humor.
Teaching aids: pictures
Teaching procedure:
Step 1: Lead-in
Show some pictures to students, let them talk about the pictures and then ask them what they think of the pictures, whether they are funny or not.
Questions: 1) Do you know who these comedians are? What makes them funny?
2) Do you know other comedians who are funny in the same way?
3) Have you seen any of these comedians or programmers? What do you think of them?
Step 2: Warming up
Task 1. Brain-storming
Ask students to name some types of humors they know. Write those they are not familiar with on the blackboard, then show some pictures and summarize.
Types of humor Example of English humor Chinese humor
Nonverbal Charlie Chaplin Pantomimes（哑剧）刘全和，刘全利
Mime and farce Mr. Bean Funny plays 陈佩斯，赵本山
Verbal jokes Play on words, usually Cross talk 马季， 姜昆
Funny stories Two lines Jokes
Funny poems Edward Lear Doggerel（打油诗）
Task 2. Talking
Ask students to talk about some funny stories, any English or Chinese humors they know.
Task 3. Reading on P22
The purpose of the reading is to introduce the kind of verbal jokes. They use a “play on words” to be funny. Let students read the three jokes and then match the joke with the explanation. Then check the answer. After that, teacher can show some other jokes on the screen.
Joke 1:
Patient: Doctor, I’ve lost my memory.
Doctor: When did this happen?
Patient: When did what happen?
Joke 2:
Garcia: Thank you doctor. My fever is gone.
Doctor: Don’t thank me. Thank God.
Garcia: Then I will pay the fees to God.
Step 3 Homework
Ask each student to give a joke and present it in class next period.
The Second Period Reading
Teaching aims: Enable students to learn what humor means and what is nonverbal humor.
Key points: Help students divide the text into several parts according to the meaning.
Difficult points: Divide the paragraphs and give the main ideas.
Teaching aids: A recorder and a projector
Teaching procedure:
Step 1. Revision
Check homework: ask students to present their jokes in class.
Step 2. Pre-reading
Questions: (1) What do you like to laugh at?
(2 ) What does humor mean? Is humor always kind?
Give students some time to discuss. The purpose is to help students know that different people have different taste about humor. It is difficult to say which one is better or which one is worse.
Step 3. Reading
The purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.
Task 1. Divide the text into several parts according to the meaning.
Part One: the first and the second paragraph
Part Two: the third and the fourth paragraph
Part Three: the last paragraph
Task 2. Give the main idea of each part
The main idea of part one: It tells us that there are two kinds of humor. One is bad, while the other can inspire people.
The main idea of part two: It tells us something about Charlie Chaplin’s acting style and how Charlie Chaplin made a sad situation entertaining.
The main idea of part three: it gives us a short biography about Charlie Chaplin.
Task 3. Discussion
Let students have a discussion about the text, then answer some questions.
Questions: (1) What is behind fun?
(2 ) Why did people like Little Tramp?
(3 ) Do you think Charlie Chaplin’s eating boiled shoes funny? Why?
Step 4 Language points
1. content (adj.): satisfied, happy, not wanting any more
phrases: content with sth; content to do sth
e.g. (1) She is quite content to stay at home looking after her children.
(2 ) Are you content with your present salary?
Content (n.): that which is contained in sth
e.g. I like the style of her writing but I don’t like the content.
2. inspire sb. ( with sth.) inspire sth. (in sb.): To fill sb. with thoughts, feelings or aims.
e.g. His speech inspired us with hope.
3. badly off: in a poor position, esp. financially
The opposite is “ well off”
e.g. (1) They are too badly off to have a holiday.
(2 ) In fact most people are better off than they were five years ago.
Step 5 Practice
Finish the exercises on page 18, 19, it is a good time to consolidate the whole content of the text and the useful words and expressions from the text. It is easy for most students to finish. So leave students several minutes to finish and check the answers by showing them on the screen.
Step 6 Homework
Preview grammar by finishing Exercises 3, 4 on page 20, all the exercises on page 21.
The Third Period Grammar
Teaching aims: Enable students to learn how to use the –ing form as the attribute, the object complement and the predicative.
Key points: Let students know the structures of the sentences with the –ing form
Difficult points: Help students to tell the –ing form as the predicative and the use of the present continuous tense.
Teaching aids: A computer
Teaching procedure:
Step 1. Revision
Check homework: the exercises on page 20 and 21.
Step 2. Word formation
Suffix Example
-able valuable lovable comfortable
-ing amusing misleading neighboring
-ful hopeful cheerful useful
-less endless homeless harmless
-ed excited interested moved
-ish Irish childish selfish
-ive active attractive expensive
-ate fortunate affectionate passionate
-ant important pleasant ignorant
-ly friendly orderly costly
There are ten suffixes in the chart. And there are some new words in it. But the purpose of showing this chart is to let students learn more about the adjective suffix.
Step 3. Discovering useful structures
Task 1. Revision
Have a revision about the –ing form used as the subject and object. Give students some sentences to translate:
(1) Talking to him is useless.
(2) Smoking does harm to your health.
(3) Walking is my sole exercise.
(4) Collecting stamps is my hobby.
(5) I suggested bringing the meeting to an end.
(6) He admitted taking the money.
(7) I couldn’t help laughing.
(8) Your coat needs washing.
Task 2. New usage of the –ing form
Ask students to look at the Exercises 4 on page 20. And then wake in pairs to finish the exercises.
Teacher checks the answers and give the explanations.
(1) A cooking pot: A pot that is used for cooking.
(2) A drinking horse: A horse that is drinking water.
(3) The man sitting on the sofa is a friend of my brother’s.
Here the –ing form are used as attribute.
(4) I saw the man sliding on a banner skin yesterday.
(5) Did you notice the man picking up that broken bottle and putting it in his bag?
Hear the –ing form are used as object complement The structure of the sentence with an object complement is:
Subject + Predicate + Object + Object complement
(6) Her job is looking after babies.
(7) What he likes is playing chess after supper.
Here the –ing form are used as predictive. Pay attention to the differences between –ing form used as predicative and present continuous tense.
(1) Her hobby is painting.
(2) Her favorite sport is skiing.
(3) This was very disappointing.
(4) The test results are very discouraging.
(5) She was very pleasing in her appearance.
(6) His concern for his mother is very touching.
(7) The photograph is missing.
(8) The article was misleading, and the newspaper has apologized.
In the first two sentences, the –ing form is used to show the character of the subject. In the next four sentences the words of the –ing form are all about the feelings. In the last two sentences, the words of the –ing form show some states and qualities.
(9) It is snowing hard.
(10) She is teaching in a night school.
In these two sentences, the –ing form are used as the predicate in the present continuous tense.
Step 4. Using Structures
Turn to page 56. Look at the Using Structure. There are two exercises in this part. Exercise 1 is to let students correct some errors in the sentences. This is not an easy job for most students, because it needs other knowledge, besides what the students learned today. So better leave them more time to do this exercise. For exercise 2, let students finish it in a short time. With the help of the pictures, students can easily understand the meaning and correctly use the –ing form to finish the blanks. Teacher can check the answers in class.
Step 4. Homework
Finish all exercises on page 56.
The Fourth Period Listening
Teaching aims: Enable students to understand the humor in the listening material.
Key points: Train the students to get the key wards by reading the questions before listening.
Difficult points: Get the main idea from the listening materials while listening.
Teaching aids: A recorder
Teaching procedure:
Step 1. Revision
Check homework: (1) Ask a couple of students to tell their jokes in class.
(2 ) Ask some students to come to the blackboard to write their translation. After they have finished, teacher correct some errors with the whole class.
Step 2. Listening ( page 23 )
This is a funny story. Mary made some plum jam and left some in the pan. Five days later, her husband came home and poured the jam into the chicken. Later Mary came home and found all of her chickens were behaving strangely. What had happened? Give students two chances to listen to the story. First, go through Exercise1 and 2 to know what are the things they will do while listening. After that teacher plays the tape for them to finish Exercise 1. The second listening is to check the answers. For Exercise 2, teacher should leave some time for students to discuss the question.
Questions: (1) Did you find this story funny? Give the reason.
(2 ) What do you think of John’s behavior?
Step 2. Listening ( page 55 )
This is a story about a thief and a man. The situation is very interesting. Before listening, ask students what they would do if they find a thief in their home one day; whether they will be afraid of the thief and so on.
There are three steps for this listening. At first let students read the questions to make sure that they know what they should do in this listening. Next, play the tape for the first time to let students finish Exercise 1. Then play the tape again and let the students finish the questions in Exercise 2. After that, let the students check their answers with each other. At last, listen to the tape again, teacher can make a pause where there is an question to the question, in this way students can check all the answers.
Step 3. Listening ( page 58 )
There are four exercises in this listening. The first one requests students to get the general idea of the material. The second one is to ask the students to know some details of the material. The third one is a question that asks the students to speculate the teacher’s feeling. And the last one is a good exercise, it gives the students another chance to practice their oral English.
Step 4. Homework
Collect as many funny stories as possible, do some preparations for the writing in the next period.
The Fifth Period Writing
Teaching aims: Help the students learn how to write funny stories using the target language and according to the writing steps.
Key points: Teach students to write according to the writing of the writing steps.
Difficult points: Help students make up a dialogue, using the target language.
Teaching aid: A projector
Teaching procedure:
Step 1. Revision
Check homework: Ask several students to read their funny stories in class.
Step 2. Writing ( page 23 )
Give students some instructions on writing a funny story.
1) Writing down your story in a logical order.
2) For each of your story try to find the most interesting words you can to describe how you felt or what was happing.
3) Then write out your story using these interesting words.
4) Read through your story.
5) Then show it to your partner. Let him/ her suggest some new and exciting words.
6) Write out the story and put it into a class collection of stories.
Give students enough time to finish the task and give them enough help in the writing. Tell them to give the outline first, then finish the story.
Step 3. Talking
Task 1. Show students some pictures. Ask them to describe the pictures and explain what is happening, whether it is funny or not.
Task 2. Imagine you want to play a trick on someone, maybe an April Fool’s trick. Work with partners, think up a funny thing and share it with the class.
Step 4. Speaking and writing task
This is a chance for students to learn limericks. It has only five lines. Three of them are longer than the other two. The longer lines all rhyme with each other and the shorter ones rhyme with each other. When introducing the poems, teacher read them first, and let the students enjoy the beauty of the rhyme. And at the same time point out that there must be two sets of rhyming words in the same poem, so the students can grasp the main feature of the poem.
After reading, ask students to tell the rhyme of the first and the second poem. Let students read the poems several times and feel it. Find more limericks for students to enjoy.
Give students some instructions on how to write a poem, let them think of rhyming words before writing. They need two sets of rhyming words.
Step 5. Homework
1) Finish Exercise 5 on Page 20.
2) Make a summary about what has been learnt in this unit.
The Six Period Summary
Teaching aims: 1) Learn to express the sentences that are connected with the positive and negative view of the same thing. 2) Make a summary about what has been learnt in this unit.
Key points: Sum up what we have learnt in this unit.
Difficult points: Sum up what we have learnt in this unit.
Teaching aids: A projector
Teaching procedure:
Step 1. Revision
Check homework: Ask students to present their dialogue in class.
Step 2. Reading
This reading task gives us another joke. The title is “An April fool’s joke: The Noodle Harvest”. Ask students to read the sentence : “A fool sees not the same tree that a wise man sees.” After reading, explain the meaning of the sentence. (The meaning is that the thing is the same, but the way to treat it is different between a fool and a wise man.)
Give students some time to read the passage, then answer some questions and retell the whole story.
Questions: 1) What do children usually do on April Fool’s Day?
2) Why did people believe the programme Panorama?
3) Do you think the advice that the BBC gave people who asked how to grow noodle trees was serious? Give a reason..
4) What would you do to find out whether a story like this was true?
Step 3. Project
Ask students to make their own collection of jokes, funny poems or short stories. They can be the ones that they enjoy in the books that they have read. Make sure they add either a joke, a funny poem or a funny short story of their own. Copy them into a book and display it in the class so that all your classmates can enjoy them.
Step 4. Summing up
This is a summary about what they have learned in the unit. Leave students some time to finish the frame. Then teacher give students a dictation about the useful words and expressions.
功能句式：
1. I enjoy this very much because….
2. I laugh at that kind of thing because…
3. This is fun because….
4. How wonderful / surprising！
5. It surprises me that…
6. I’m pleased we were both amused at…
7. I felt happy because…
8. It’s amusing that…
语法：
1. Word formation
2. The –ing form of the verb used as predicative, attribute and object complement.
重点句子：
1. Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a Conner, or filling down a hole in the end.
2. Perhaps it makes us feel more content with our life…
3. He became famous for using a particular form of acting, including mime and farce.
4. But he was lived by all who watched the film for his determination in overcoming difficulties and being kind even when people were unkind to him.
5. Imagine you are hungry and all there is to eat is boiled shoe.
6. He solved it by using nonverbal humor.
7. Their job is “panning for gold”.
8. This was the problem facing Charlie Chaplin in one of his most famous films.
Translate the following sentences into Chinese and pay attention to the use of the –ing form.
1. The two comedians performing on the stage are from Liaoning Province.
2. Who is the girl walking by the river.
3. The children playing the violin will give a performance next week.
4. The man with sunglass standing near the car is a cross talk artist.
5. The old lady talking to the children is a famous musician.
6. I saw a group of policemen coming out of a green jeep and running to the building.
7. I saw a dog carrying a piece of meat entering your garden.
8. I heard her singing a beautiful song at the party last night.
9. I got frightened when I saw a man playing with a snake in the park.
10. There were some boys shouting and crying under my window, so I could not fall asleep.
Step 5. Check yourself
1. Do you find it difficult to understand English humor? Why?
2. What role do you thing humor plays in your life?
3. What language points have you learned in this unit?
4. How well have you done in the exercises on the –ing form?
5. Did you have any problems in understanding this unit? How did you solve them?
Step 6. Homework
Do some preparations for unit 4.
封面 扉页 版权页 编写人员
前言（Foreword）
Unit 1 Friendship
教学目的和要求（Teaching aims and demands）
教学建议（Suggested teaching notes）
补充参考资料（Supplementary reference materials）
Teaching guide for the Student's Book（学生用书教学指导）
Teaching guide for the Workbook （练习册教学指导）
Unit 2 English around the world
教学目的和要求（Teaching aims and demands）
教学建议（Suggested teaching notes）
补充参考资料（Supplementary reference materials）
Teaching guide for the Student's Book（学生用书教学指导）
Teaching guide for the Workbook（练习册教学指导）
Unit 3 Travel journal
教学目的和要求（Teaching aims and demands）
教学建议（Suggested teaching notes）
补充参考资料（Supplementary reference materials）
Teaching guide for the Student's Book（学生用书教学指导）
Teaching guide for the Workbook （练习册教学指导）
Unit 4 Earthquakes
教学目的和要求（Teaching aims and demands）
教学建议（Suggested teaching notes）
补充参考资料（Supplementary reference materials）
Teaching guide for the Student's Book（学生用书教学指导）
Teaching guide for the Workbook （练习册教学指导）
Unit 5 Nelson Mandela - a modern hero
教学目的和要求（Teaching aims and demands）
教学建议（Suggested teaching notes）
补充参考资料（Supplementary reference materials）
Teaching guide for the Student's Book（学生用书教学指导）
Teaching guide for the Workbook（练习册教学指导）
Unit 1 Friendship
教学目的和要求
（Teaching aims and demands）
类别 课程标准要求掌握的项目
话
题 Friends and friendship; interpersonal relationships
词
汇 add point upset ignore calm concern loose cheat reason list share feeling Netherlands German series outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit
add up calm down have got to be concerned about walk the dog go through hide away
set down a series of on purpose in order to face to face according to get along with
fall in love join in
功
能 1．态度（Attitudes）
Are you afraid that ...?
I've grown so crazy about ....
I didn't dare ....
2．同意和不同意（Agreement & disagreement）
I agree．I think so．Exactly．
I don't agree．I don't think so．I'm afraid not．
3．肯定程度（Certainty）
That's correct．Of course not．
语
法 直接引语和间接引语（I）：陈述句和疑问句
1．陈述句
“I don't want to set down a series of facts in a diary,” said Anne．
→ Anne said that she didn't want to set down a series of facts in a diary．
2．一般疑问句
He asked, “Are you leaving tonight?”
→ He asked us whether we were leaving that night．
3．特殊疑问句
“When did you go to bed last night?” Father said to Anne．
→ Father asked Anne when she went to bed the night before．
教学建议
（Suggested teaching notes）
一、教学内容分析
本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。
“热身”（Warming Up）部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法。
“读前”（Pre-reading）部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友。
“阅读”（Reading）部分 ANNE'S BEST FRIEND以日记形式讲述了犹太女孩儿安妮的故事。二战中为躲避纳粹的迫害，她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里，不能与外界接触，周围又没有可以推心置腹、与之深谈的朋友。孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的办法。
“理解”（Comprehending）部分通过连句、多项选择和问答题的形式帮助学生对课文内容、细节进行更深入的理解。
“语言学习”（Learning about Language）部分教学本课重点词汇和重点语法项目。
“语言运用”（Using Language）部分的读两封信、听一段话、设计调查问卷、写信以及趣味写作，给学生提供了广阔空间去探讨友谊、友情，尤其是涉及到现实生活中被朋友误解、曲解，没有朋友的孤独寂寞等问题，既锻炼了学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。
“小结”（Summing Up）部分引导学生从本单元的话题、词汇和语法等方面对所学内容进行总结 （参考教学目的和要求栏目）。
“学习建议”（Learning Tip）部分鼓励学生养成写日记的习惯。这样，一方面可以习得语言，另一方面还可以将日记作为自己的朋友表达感情与思想。
本单元所涉及的要点是：
（一）朋友是不是仅限于人类，朋友的真正含义，以及如何与人相处的问题。
（二）陈述句和疑问句的直接引语和间接引语。
（三）对于个人观点、态度的一些表达方法。
（四）本单元所出现词汇的用法。
二、教学方法建议
（一）关于友谊与朋友的讨论 一般人认为只有与人交朋友才算真正交朋友，本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才可以交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题。例如：
1．描述朋友
示例：The teacher can ask students to describe one of their friends - their appearance, personality, hobbies, etc．
Sample description: I have a few good friends, but I think Miki is my best friend．We both read a lot and we're very interested in films．We spend a lot of time watching videos and talking about films and books．She works hard．She is very helpful．Whenever I am in trouble, she will help me out ....
2．结交网友
Sample questions: Have you made any friends over the Internet? / Do you have any epals? Do you think it's a good idea? / Do you agree that we should make friends over the Internet? Give your reasons．
Sample answers with reasons: Yes, I think so． / No, I don't think so．I agree ... because we can meet all kinds of people over the Internet． / I don't agree ... because you never know what kind of people you may meet over the Internet．
3．观点交流
示例：We all agree that to have a good friend, you need to be a good friend．
The teacher can write the statement on the blackboard and ask the students to have a group discussion．Ask them,”What do you think of this statement and how can you be a good friend?”
Students may have the following ideas and say,”That's right．（I agree．）If you want others to be kind to you, you should first be kind to them ....”OR“I don't think it is right．（I don't agree．）Sometimes if you are too kind to others, they may take advantage of you．
4．善交朋友
示例：The teacher may ask students to work in pairs or groups and list some qualities of a person they would like as a friend．
Students may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfless, tolerant, intelligent ...
5．不善交朋友
示例：The teacher can then ask the students to list some qualities of a person who would not make a good friend．
Students may list: selfish, tricky, dishonest, bad-tempered, mean, impatient, narrow-minded, noisy, lazy, gossipy ...
6．朋友的重要性
示例：The teacher can ask the students to work in pairs and discuss with each other,”What is / are the most important quality / qualities that a friend needs to have?”
Students may have a dialogue like this:
S1: I think what is important for me is that a friend is always around when I need him / her．If I feel sad or upset, he / she will comfort me．He / She won't leave me alone when I'm in trouble．He / She will help me．
S2: I agree, but I think a real friend should also tell you the truth．He / She should tell you what she really thinks about things．
S1: That's right．He / She should also be able to share with me what he / she has．For example, when I need some books or something like that, he / she lends them to me．
以上活动仅供参考。教师在可能情况下还可以让学生用间接引语转述其他学生说的话。
例如：1．S1: I don't agree with you．
S2: Wang Ping said he didn't agree with you．
2．S1: Is money very important between friends?
S2: Li Kai asked if （whether）money was very important between friends．
（二）口语训练 开展本单元“语言运用”中的 Speaking 这项活动时，教师可根据实际情况组织学生按要求进行小组讨论。下面提供的例子，仅供参考。
A: Now let us design a questionnaire to find out what kind of friend one is．
B: OK．First we must think of four questions and three possible answers to each question．
A: What about the first question? Have you got one in mind?
B: Suppose your friend has taken away your book by mistake．What would you do or say to him / her?
A: That's a good question．Let me put it down．“Your friend has ....”
B: Then how about the three possible answers?
A: Well, the answer I think shoule be“You will ask your friend to be more careful next time．”
B: I agree．The worst choice would be”You will get upset and won't talk to him / her any more．”
A: All right．One more choice．Listen, I've got one．“You will ask your friend to return it to you．”
B: That's quite natural．How many points shall we give each choice?
A: The total score is two．The best should score two and the worst zero．
B: The third will score one．Shall we go on to the next question?
...
（三）阅读训练 阅读课文摘自《安妮日记》，讲述了安妮把日记作为朋友倾诉自己内心感受的一段故事。二十世纪四十年代纳粹德国统治欧洲大部分地区，德国纳粹政策之一是对犹太人残酷迫害，包括杀害、送到集中营强迫劳动、驱逐出欧洲等。教师应该让学生了解这段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然地习得语言。只有了解当时的历史背景，才能理解她当时的心境和为什么将日记视为自己的朋友，才能深刻理解安妮日记的内涵。在此基础上，教师可引导学生对该文章进行全面整体理解，也可以给学生设置情景，引发他们的思考。例如：“如果你是安妮，你会怎么做？”“如果你三天不许出门，呆在一个小阁楼上，你会做什么？” 这样可以使学生通过体验学习，感悟语境、实践语言，以达到强化学生语言意识，积累语言经验的目的。
在此基础上请学生做“理解” （Comprehending）练习，效果会更好。在进行了较全面、深入的探究之后，学生已经将课文里的大部分内容融会贯通，消化理解。这阶段要尽量挖掘学生的学习潜能。让学生做学习的主人，学会自己解决问题。在交互学习、合作学习中，解决他们在理解课文的过程中产生的问题。通过讨论，发现和猜测文中生词、短语的意思。一些词、短语、难句、语法问题可以通过讨论得到解决。剩余的难点或学生讨论时忽略的重点，教师要及时补充。教师不要急于讲解课文、单词、短语、难句、语法等，要注意给学生提供充分的思维时间和空间，使学生的学习潜能得以最大限度的挖掘。
（四）词汇教学 本单元的一些单词和短语要针对学生的不同需要、不同层次、不同情况给予不同的指导和训练。教师可适当培养学生根据语篇、语境猜词的能力。比如：I don't want to set down a series of facts in a diary as most people do, but ... 先问学生他们一般写日记写什么，多数情况下如何写？学生会提出许多种日记的写法，其中可能有“流水账”写法。学生自然会猜到set down a series of facts应该是“记流水账”的意思。再如cheat一词的学习，引导学生读原句 You are taking your end-of-term exam．Your friend, who doesn't work hard, asks you to help him / her cheat in the exam by looking at your paper．让学生考虑不用功的学生在考试中请别人“帮忙”，看别人的试卷是什么行为，那一定是“欺骗、作弊”。所以，使用新教材教学生单词，一定要改变过去那种教师照字典讲讲讲，学生在课堂上记记记的做法。因为语言学习不只是传授性的，而且具有体验实践性，要引导学生自学、自做、自助、自悟，即指导学生形成自主学习意识，掌握合适的学习策略；激发学生的学习热情，让学生学会自己动手，收集信息、处理信息，用所学语言去实践。通过自学、自做解决问题，同时帮助其他同学解决问题，使学生在运用语言的过程中感悟体验所学语言的规律，培养语言意识，积累语言经验，形成语言感觉，达到语言运用的目的。
教师要根据学生的实际情况和需要进行讲解和操练。切忌面面俱到，照搬照抄。
（五）写的训练 本单元写作训练的设计十分有利于“任务型”教学。如：一位学生写给编辑的信，谈了自己没有朋友的烦恼，请编辑帮忙。这一训练要求学生以编辑的身份给这位学生写一封回信，并给出了一些写作指导和建议。我们可以看到，这个任务的设置既有真实语境支持，又有双向和交互特征。教师可以鼓励学生使用交际策略先用口语交谈，再写成文章。此处教师可根据学生情况安排一个任务。
例如：The teacher can ask students to work in pairs,”Imagine you are the student Xiaodong and your partner is the editor．Now you have a chance to talk to the‘editor'instead of writing to him．Make a dialogue with your partner．”
（六）语法教学 本单元的主要语法项目是陈述句、一般疑问句和特殊疑问句的直接引语和间接引语。学生用书和练习册中已有比较充分的练习。教师在教学中注意提醒学生不要死记硬背直接引语转换为间接引语的一些简单规则，而是要启发学生从实际出发，灵活掌握、运用规律。
例如：My friend says,”I will come here tomorrow．”如果用间接引语表示，有许多不同的表达方式。
如果此时此地，你来转述，应该说：
My friend says she（he） will come here tomorrow．
如果时间变了，地点不变，你来转述，应该说:
My friend said she （he）would come here the next day．
如果地点变了，时间还是今天，你来转述，应该说：
My friend said she （he）will go there tomorrow．
如果时间地点都变了，你来转述，应该说：
My friend said she （he）would go there the next day．
如果由别人转述，时间地点都变了，应该说：
He （She）said he （she）would go there the next day．
由此可以看出，使用直接引语和间接引语要注意具体语境。
三、自我评价建议
（一）非测试性评价
学生学完本单元后，通过练习册中的Checking yourself 进行自我评价，主要评价一下自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题，学习策略有什么改进，还有什么地方需要加强。同时，使学生加深对友谊、友情、朋友的理解，以及如何正确交友处友，对待友谊友情，处理朋友间发生的问题等。
下面的两项补充评价活动供教师在教学中参考使用。
自我评价 （1）最好用于期末：
Level - Senior 1 or 2
Time - 15-20 minutes
Materials - One copy of the questionnaire for each student
Questionnaire
WHAT LEARNING ACTIVITIES WERE MOST USEFUL TO YOU?
Number the following activities according to how much they helped you to learn English．（1 = most useful to you, 2 = useful to you, 3 = not useful to you）
Learning vocabulary lists by heart
Doing grammar exercises
Translating
Listening to people talking
Listening to tapes and answering questions
Listening to the radio or watching TV
Writing compositions or letters
Practising speaking with other people
Going to the language lab
Reading books or stories for pleasure □
□
□
□
□
□
□
□
□
□
Compare your answers with your partner and explain to each other why some activities are more useful to you．
自我评价 （2）主要用于本单元：
Read the following statements and then tick Yes or No to show your opinions upon friendship．
Yes No
1．Friendship is very important to me．□ □
2．I have a lot of friends．□ □
3．There can be true friendship between a schoolboy and a schoolgirl．□ □
4．I am very kind to my friends．□ □
5．I think everyone should have friends．□ □
6．Friends must have the same character．□ □
7．I keep a diary and think it is my close friend．□ □
8．When my friend is in trouble, I am always ready to help．□ □
9．I don't like to talk to others very much．I like to be alone．□ □
10．I keep a pet animal and treat it like a friend．□ □
（二）测试性评价
1．Complete the sentences using the words below in their proper forms．
add point ignore reason dare
suffer advice communicate power
1）Can you explain the ________ behind the decision?
2）Jane, who grows up in a circus, is able to ________ with all the animals．
3）After the earthquake, people hardly ________ hope that their families were still alive．
4）I ________ from a bad headache after the operation．
5）I followed my teacher's ________ and bought an English-English dictionary．
6）Parts of the city had ________ cuts yesterday because of the big fire from the restaurant．
7）Please ________ your daughter's name to this list．
8）Air pollution is one of the problems that we can't afford to ________．
9）There are five important ________ in her speech．
参考答案：
1）reasons 2）communicate 3）dared（to）
4）suffered / was suffering 5）advice
6）power 7）add 8）ignore 9）points
2．Complete the short passage using suitable phrases you learned from this unit．When you finish, try working out a surprising ending of the story with a partner．
Paul and I are good friends．We always ________ each other．He can ________ in his head quite easily, but I have to ________ all the numbers on paper for calculations．Last week Paul took me to a newly opened small pub．I ________ it as soon as I stepped in．It was such a nice place with all kinds of lovely candles．While we were chatting happily together, someone came near at our table．He asked politely,”Can I ________ ?”...
参考答案：
get along （well）with; add up; set down; fell in love with; join in
补充参考资料
（Supplementary reference materials）
补充注释
（一）词汇注释
1．add（v．）
1）to put together with something else so as to increase the number, size, importance, etc 增加，添加。
Please add something to what I've said, John．约翰，请对我说的话做点补充吧。
2）to join numbers, amount, etc so as to find the total 相加。
Add up these figures for me, please．请帮我把这些数字加起来。
add to something：to increase 增加。
What he did has added to our difficulties．他的所作所为增加了我们的困难。
add up to：to amount to 加起来等于；总计（达）。
The cost added up to 100 million yuan．费用总计达一亿元。
2．cheat
用作动词，表示
1）to act in a dishonest way in order to win 欺骗；作弊。
Any student caught cheating will have to leave the classroom．任何被发现作弊的学生将被赶出教室。
2）to take from （someone）in a dishonest way 骗；骗取。
They cheated the old woman （out）of her money by making her sign a document she didn't understand．他们让那老妇人在她不懂的文件上签字，骗了她的钱。
用作名词，表示
1）an act of cheating 作弊行为。
2）one who cheats 骗子。
3．go through
1）to examine carefully 仔细阅读或研究。
I went through the students?papers last night．昨晚我仔细阅读了学生的作业。
2）to experience 经历；遭受或忍受。
You really don't know what we went through while working on this project．你的确不知道我们搞这个项目吃了多少苦。
4．crazy （adj．）
1）mad, foolish 疯狂的，愚蠢的。
It's crazy to go out in such hot weather．在这么热的天出门，真是愚蠢。
2）wildly excited; very interested 狂热的，着迷的。
She is crazy about dancing．她对跳舞十分着迷。
5．lonely （v．）: unhappy because of being alone or without friends 孤独的，寂寞的。
He has been very lonely since his wife left him．妻子走后，他十分孤独。
lonely 与alone 的区别
alone （adj．）
1）without any friends or separated from others 单独的。
She lives alone．她独自一人生活。
2）only仅仅；只有。用于名词或代词之后。
The gloves alone cost $ 80．光是手套就花了80美元。
3）leave / let sb or sth alone：not take, touch or interfere with sb or sth 不带走；不触摸；不干涉某人或某事。
Leave that alone．It's mine．不要动，那是我的东西。
She has asked to be left alone．她要求不要打扰她。
6．be concerned about / for：be worried about 担心。
We're all concerned about her safety．我们都为她的安全担忧。
（二）难句解析
1．Your friend comes to school very upset．你的朋友来上学，心情非常不好。
1）upset （adj．）: worried; annoyed 不安的；心烦意乱的。
2）upset （vt．）: cause to worry, to be sad, to be angry, not to be calm, etc 使不安；使心烦意乱。
His cheating in the exam upset his teacher．他在考试中作弊，这使他的老师很生气。
2．Your friend, who doesn't work hard, asks you to help him / her cheat in the exam by looking at your paper．
这里的who doesn't work hard 是非限制性定语从句。整个句子可译成“你的朋友不用功。他要在考试中（偷）看你的试卷，（要你）帮他作弊。”
3．Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 你是不是想有一位无话不谈能推心置腹的朋友呢？
whom you could tell everything to 是定语从句，修饰friend。
此处的 like 相当于such as。
He has learned some foreign languages, like （such as）French and German．他已学会了几门外语，如法语和德语。
4．I can well remember that ... 我记得非常清楚……
well n．井 adj．身体好 adv．好；非常 int．喔，噢，这个……
本课这句话中的well 是副词，意思是“非常、彻底、完全”（quite, much, thoroughly）。
George was well and truly drunk．乔治喝得烂醉。
I couldn't very well say no when there was no one else she could ask．她没有别人可以求助，我实在是无法拒绝她。
He finished the exam well within the time allowed．他在规定时间之前很早就做完了试卷。
5.... flowers could never have kept me spellbound．……鲜花从未令我心迷神往过。
spellbind （v．）: to hold the complete attention of 吸引人，迷人；使入迷。
The children watched spellbound as the magician took rabbits from his hat．当魔术师从他的帽子里变出兔子时，孩子们都看得入了迷。
Teaching guide for the Student's Book（学生用书教学指导）
INTRODUCTION
This unit looks at different kinds of friendship．Of course, the unit explores friendship between people but it gives particular attention to the friendship one can develop with oneself．In other words, it shows how a person can find comfort and support with an imaginary friend．In these readings from The Diary of Anne Frank, students will see how a lonely and frightened teenager copes with a very unusually stressful situation．She does this by confiding in Kitty, the name for her diary．She examines her problems and tries to find a way to deal with them．
PERSONS
Mr Frank Anne's father who once worked in a trade office
Mrs Frank Anne's mother who stayed at home to look after the family
Margot Anne's older sister who was very intelligent, studious, and quiet
Peter Son of another family who lived with the Franks in the attic
BACKGROUND
This is a true story．It took place in Amsterdam, Holland in the early 1940s after the German Nazis had occupied most of Europe．The Nazi Party ruled Germany from 1933 to 1945．One of their key policies was to kill all the Jews in Europe．If any persons known to be Jews were found, they would be sent to concentration camps farther east, mostly in Poland．Families were separated and transported in trains．For many days, they went without food, water, sanitation or fresh air．To avoid this terrible fate, some Jewish families went into hiding, often with the help of non-Jewish friends．This is what Anne's family did when Margot was told she must go to the railway station to be taken to a camp．Another Jewish family joined them in their hiding place in the attic of a house．It was very crowded there．Only three young people were there: Margot, Peter and, of course, Anne．Her diary shows that Anne felt she was the naughty one of the group since she was always being scolded．She felt she could not confide in Margot because her sister was always good．And she felt she could not confide in Peter because he was a boy．So she made a friend of her diary．Later, however, she did become closer to Peter and they took a liking to one another．Anne talks about their growing friendship in her diary．
______________________________________
SPECIAL NOTE: Many older houses in Amsterdam have more than one floor．The topmost floor is called an”attic? which is usually a place to store seldom-used things．Amsterdam is the capital of Holland, now more commonly called the Netherlands．The city lies near the sea and has many narrow man-made canals．The house where Anne's family hid was by a canal and bridge．Like most old houses in the city, it had two apartments on each floor: one set facing the canal and the other looking onto a garden．Anne's apartment faced the garden．Anne and her family hid there for over two years before they were discovered．They were taken to concentration camps in Poland where all of them died except Mr Frank．The house is now a museum for Anne．The primary school she attended in Amsterdam is now named after her．Every year she is remembered in a travelling exhibition that explains her life．
______________________________________
WARMING UP
The purpose of this part of the unit is to introduce the topic to the students in an interesting way．To “Warm up” means to do a bit of preparation for a large learning task．In particular, the students should begin to think about the topic．
This section of this unit begins with a survey．A survey is a way of finding out what people think and feel about a particular subject．This survey examines whether the students are good friends．In doing so, it should make them consider what qualities and behaviour make a good friend．This survey only considers a view of friendship common to people of the same age．It should be noted that this is the first of many activities designed for self-reflection in this textbook．
The following are suggestions for introducing the topic of this unit:
1 Get the students to make a list of three qualities a good friend should have．
2 Have students get into groups of four to find out what qualities each has listed．
3 Have a member of each group report on what their lists have in common and list them on the board．
4 Ask the class whether or not they agree with all the qualities listed．
5 Now have students do the survey in the textbook．
6 Have students look again at the list to see whether it should be revised．
Explanation of each item:
Question 1
This question deals with how thoughtful you are towards others．How much do you value your friend? Is it enough to help him / her? Would you change the time of the day you go to the cinema to fit in with him / her? The scoring reflects your concern for others．So one point for A gets the lowest score because it is the most selfish response．B gets the highest score because it shows a concern for your friend as well as your wish to go to see a film．C gets a slightly lower score because although it shows you want to go with your friend （because you change the plan）, you do not help your friend．
Question 2
This question is concerned with fairness．Is it fair for your friend to borrow something, break it and return it broken? A gets the lowest score because you are not giving your friend another chance to behave better this time．B gets a higher score because you let your friend borrow the camera again．This shows kindness and forgiveness for the trouble you had when it was returned broken．But you are not balancing his needs against your own．That is why C gets the highest score．You are showing your friend that you will trust him / her with the camera again but this time you are giving him / her rules in case it gets broken．
Question 3
This question deals with your concern for others．Should you make the troubles of your friend more important than your own responsibilities? A gets the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend．This is not responsible．You have things that you need to do．Of course your friend is important but not more important than your responsibilities．B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too．But it does not show any real interest in his / her problem．C gets the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too．
Question 4
This question is concerned with responsibilities to a friend．If you are asked to look after something and it is broken or harmed, what should you do? A provides the correct amount of responsibility to your friend．You recognize that it was your fault and will put it right and pay for the damage．So it gets the highest score．B provides some understanding that you are responsible．You put the situation right but you do not pay for the damage yourself．So it does not get the highest score．C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour．
Question 5
This question is concerned with honesty．If you let your friend look at your paper or somebody else's paper, you are helping them to cheat．That is not honest, so answers A and C get no marks．But it takes courage to tell your friend that they should have studied and that they cannot look at your paper．That is also the honest answer．So you get 6 points for B, which is more than any
other in the quiz．
Results
4-7 points: You are not a good friend．You either neglect your friend's needs or just do what he / she wants you to do．You should think about what a good friend needs to do．Think more about this．
8-12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend's needs and feelings．Try to strike a balance between your friend's needs and your own responsibilities．
13+ points: You are an excellent friend who recognizes that to be a good friend you need to balance your needs and your friend's needs．Well done!
PRE-READING
The purpose of the pre-reading activity is to begin to focus students?attention on the main topic of the reading passage．It should not be regarded as an optional activity or as an activity to do after the reading．In other words, the pre-reading activity serves its own useful purpose．It prepares students to think critically about the topic and provides them with the opportunity to connect some aspect of the topic to their own lives．
READING
The reading introduces the students to Anne Frank after she had been in her hiding place for over a year．The part of the diary entry presented here reveals Anne's longing for a normal life．She especially missed going outside and enjoying nature．
1 Teaching new words and structures
The purpose of this step for teaching reading is to find the words and phrases that students find most difficult and help them to understand．Some of the more difficult words and phrases you will be able to pick out yourself, but some which seem easy to you may cause problems for your students．One way of helping them learn new words is to ask them to study the text before the lesson and find out the meaning of any word they are unsure of．The advantage of this is that the students will come prepared with any problems they have．You can then deal with these problems in the lesson and this is a very efficient way of identifying any student's misunderstandings．A second way of helping them is to choose the words you think they will find difficult and pre-teach them before you begin the reading．This approach is very effective for helping students to concentrate on the ideas of a reading passage and not worry about the meaning of unfamiliar words．
2 Understanding ideas
This is the purpose of the reading and so it is important that the students learn to use all the clues in the text to help them understand the gist of what they are reading．So encourage them to look at the pictures and the heading and guess what the text might be about．Then ask the class to read the passage silently．Sometimes you can ask them a question to focus their reading．It depends on the passage．When dealing with the story of Anne and her diary:
1 Help students imagine what it might be like if they had to stay in their bedroom for a whole year．They could not leave it even to go to the WC or get a cup of tea．How would they feel?
2 Ask students if they are only allowed to have five things with you in the hiding place because there is very little room, what would they choose?
3 Ask students to guess why the windows had to stay closed．
4 Consider what Anne means by the word “crazy.” In this context, “crazy” has the informal meaning of “enthusiastic” but its formal meaning is “mad.” However, be sure to give the students the chance to explore the possible meanings for this word before explaining it to them （if necessary）．
5 In the same way, ask the students to consider what “spellbound” means．In this context it means “to concentrate with delight for some time.”
Alternatively, you could ask students to tell you what is the main idea for each paragraph．Make sure that they do it in one sentence．This is very useful because it is making them analyze what is important and what is not．It also makes them produce a concise answer．
3 Discussion of ideas
This is where the students should discuss the ideas put forward in the reading passage．They should think whether they agree or disagree with the writer．It does not matter whether they agree or disagree．What is important is that they have a reason for what they say．So encourage them to put forward their own ideas, either criticizing the text or using it as a support．Think about:
1 What you would do if your family were going to be killed just because they did something the Emperor did not like?
2 Where would you plan to hide?
3 How would you arrange to get food given to you every day?
4 What would you do to pass the time?
4 Discussion of style
This is where the students begin to use the text to help their own writing．So it is important to ask the students:
1 What do you think is the purpose of this passage? Why did Anne write it?
2 Do you think it is successful? Do you understand Anne's feelings?
3 What is Anne's tone? In other words, is the author angry, sad, happy or thrilled?
4 What is Anne's point of view? Do you agree with it? If so, why? If not, why not?
The last question you should ask is about the quality of the language．So ask students if there are any phrases or sentences that they feel explain a situation or problem, or describe a person or place particularly well．This is a part of the lesson that you can share with your students．There are no right or wrong answers．It is a time to enjoy the reading together．
COMPREHENDING
These exercises are intended to encourage students to be active readers．In other words, they should read and work out the answers．Not all the information can be found in the reading but there are certain clues that students can use to provide an appropriate answer．In fact, the questions go beyond literal understanding to give students practice in making inferences．
Answer key for Exercise 1:
1 C 2 A 3 B 4 E 5 D
Answer key for Exercise 2:
1 B 2 C 3 D 4 A 5 C
Suggested answers to Exercise 3:
1 Students answers may vary but must include a reason．
2 You could describe Anne's feelings as sad and lonely．She realized what she was missing by going into hiding．
LEARNING ABOUT LANGUAGE
Discovering useful words and expressions
Answer key for Exercise 1:
1 trust 2 upset 3 loose
4 calm down 5 crazy 6 set down
7 go through 8 on purpose 9 face to face
10 according to
Answer key for Exercise 2:
1 upset 2 calm down 3 concerned about 4 trust
5 according to 6 crazy 7 go through
Answer key for Exercise 3:
1 concerned 2 purpose 3 entirely
4 outdoors 5 nature 6 thought
Answer key for Exercise 4:
1 ... you had to pay to get it repaired．
2 ... he / she will have to pay to get it repaired．
3 You will tell your friend that you've got to go to class．
4 ... but you have to go to class．
5 ... they had to hide or they would be caught by the German Nazis．
Discovering useful structures
Answer key for Exercise 2:
1 Anne said that she was going to hide from the Germans．
2 Anne said that she didn't know the address of her new home．
3 She said that she could not ask her father because it was not safe to know．
4 The girl said that she had to pack up her things very quickly．
5 Dad asked her why she chose her diary and old letters．
6 “Are you very hot with so many clothes on?”Mum asked her．
7 “What else have you got?”Margot asked her．
8 “When shall we go back home?”Anne asked her father．
9 “How can I see my friends?”Anne asked her sister．
10 “Why did you go to bed so late last night?”Mother asked Anne．
USING LANGUAGE
Reading, listening and writing
The purpose of this part of the unit is to provide the students with opportunities to practise the language in a variety of realistic communicative activities．Most of the activities in this section integrate （ie combine）at least two of the four skills - reading, listening, writing and speaking．Such activities encourage the students to use higher-order critical thinking skills （see Supplementary Teaching Resources）．Furthermore, the students are challenged not only in the cognitive but also in the affective and psychomotor domains of learning （see A Glossary of Selected Teaching Terms）．In the activity presented here, the students are given practice in writing a letter to the editor of a popular radio show．It helps the students to express feelings in a logical way．Just as importantly, it demonstrates how they can make a positive response to pressure from their classmates．
______________________________________
LISTENING TEXT
Dear Lisa,
There is nothing wrong with you and this boy being friends and studying together．And no matter what other students say, it is possible for a boy and a girl to be just good friends．Ending your friendship with this boy would be a stupid thing to do．Not only would you lose a good friend, but you would also lose someone who is helping you with your studies．
Teenagers like to gossip, and they often see something that doesn't exist．Perhaps they can't understand your friendship with this boy．But that's no reason to throw it away．You should feel sorry for those students who have never enjoyed such a friendship．My advice is to ignore your gossiping classmates．That way you will show them that you are more grown up than they are．
Yours,
Wang Fei
______________________________________
Suggested answers to Exercise 2:
1 She says that there is nothing wrong in Lisa making friends with a boy and that it is possible for a boy and a girl to be just good friends．
2 She thinks that Lisa would lose a good friend who can help her with her studies．
3 She says that teenagers like to gossip and that perhaps they can't understand Lisa's friendship with the boy．
4 She asks Lisa to ignore her gossiping classmates．
Answer key for Exercise 3:
1 stupid 2 reason 3 grown
Speaking
The purpose of this activity is to encourage independent thought and action in matters of immediate concern and interest to students．Writing their own survey gives them this chance．So it is important for each group to design its own questions．They may use the questionnaire in Warming Up as an example．
Sample dialogue:
A: Now let us design a questionnaire to find out what kind of friend one is．
B: OK．First we must think of four questions and three possible answers to each question．
C: What about the first question? Have you got one in mind?
D: Suppose your friend has taken away your book by mistake．What will you do or say to him / her?
C: That's a good question．Let me put it down．“Your friend has ... ”
B: Then how about the three possible answers?
A: Well, the answer I think should be “You will ask your friend to be more careful next time．”
D: I agree．The worst choice may be “You will get upset and won't talk to him / her any more．”
A: All right．One more choice．Listen, I've got one．“You will ask your friend to return it to you．”
B: That's quite natural．How many points shall we give each possible answer?
D: The highest score is two．The best should score two and the worst zero．
B: The third will score one．Shall we go on to the next question?
...
Reading and writing
This activity enables students to express their feelings and to help others．In other words, it gives students a better understanding of how to deal with this common situation．This is as much a role play as a writing activity, so it is important for students to discuss their ideas first．In this way they can collect their ideas, sort them out and prepare to write．
Sample writing:
Dear Xiaodong,
Some people like talking with others, but some people are shy．If you fall into the second group, it can be hard to make friends．But you can change the situation．
What are you interested in? If you like basketball, for example, you could talk with some of your classmates who like basketball．The easiest way to start talking to people is to find something you have in common．
If you are standing beside a group of your classmates, join in their discussion if you know something about the subject they are discussing．But if you don't, you shouldn't feel afraid to say, for example,”That sounds interesting, what is it about??Once you start talking to one person, it will get easier to talk to others．
Find one person you have something in common with, and once you become friends with him, his friends will start talking to you too．
Good luck!
Editor
SUMNING UP
To “Sum up” is to let students think about what they believe they have and have not learned．It should encourage self-reflection and taking responsibility for one's own learning．Of course, it also serves as a self-review．
When you check to see if your students have made a good summary, see the Teaching aims and demands in this unit．
LEARNING TIP
This section is intended to give students suggestions for further study on their own．It is hoped it will help students develop their learning strategies．
Teaching guide for the Workbook （练习册教学指导）
LISTENING
1 Read the incomplete passage to get prepared for the listening．
2 Listen to the passage and get the main idea．
3 Listen for the second time and fill in the gaps．
4 Check the answers in pairs．
5 Listen once again if necessary and check the answers with the whole class．
_____________________________________
LISTENING TEXT
Do you keep a diary? Is there anybody or anything so special to you that you would like to write it down? You may say to yourself,”I will put this away for now, but later in my life I will read it again and think about what happened to me when I was young．?Why do you wish to do this? Because you don't want to forget it, whether it is good or bad．You are afraid that you will not be able to remember what really happened or how you felt about it at the time．Most important, perhaps, you hope to keep your memories of the person, place or thing, especially if it changed your life．
That is why some of us put our thoughts into a diary．A diary is very personal．It is usually filled with writing that you want to keep only for yourself．In other words, you don't wish to share what you have written with anyone else．So, in a diary the writer and the reader are the same person - you．Sure, you might decide to share your secret thoughts and feelings with your best friend, but you will not read everything to her or him．A diary is often only interesting to the person who keeps it．Now you may have a better understanding of why Anne thought her diary a good friend to her．
_____________________________________
Answer key:
special; happened; were young; personal; feelings; why; thought
TALKING
1 Listen to what Leslie Clark, the Canadian, has to say about her experiences with friendship in China．
2 Ask the students in small groups to discuss whether they agree or disagree with her．
3 Then have the students take sides: at least one of them will support Leslie's viewpoint, and the rest will not support it．Tell the students to think about why they agree or disagree with Leslie．
_____________________________________
LISTENING TEXT
Leslie Clark, a Canadian from Vancouver, arrives in China to do some business in Luoyang, Henan Province．Her company sells buses．During her one-month stay she meets many Chinese people: officials, engineers, businessmen, store-owners, shop assistants, students, teachers, road workers and bus drivers．Most of these people try to make friends with her．A few of them invite her to dinners with delicious food and drink．They take her to visit interesting places and to a mountain in the countryside．She is given a comfortable room in the best hotel in town．Some people invite her to be their guest in their homes．Leslie is asked whether she thinks Chinese people are friendly．“Yes,” she says without a moment's thought,”I think Chinese are very friendly．?Everyone who asks her says that they are glad to hear it．However, when she got on the plane to fly home, another Canadian asks her,”S o, did you make any friends in China??Leslie replies, “Yes, I made some very good friends．But I'm really not sure about a few of the others, I think some of them just tried to be my friends for their own reasons．”
_____________________________________
Sample dialogue:
A: I agree with Leslie．What she said is true．In China, people are very friendly．
B: I'm afraid I can't agree with you．Some people are, but sometimes they make friends to get a job or to get to know important people．I want to have friends to share my thoughts and feelings with．I want us to care for each other．Whenever you are in trouble, you don't feel worried if you have your friends．And your friends can get help from you too if they need it．Isn't that being a good friend?
C: Exactly．A friend in need is a friend indeed．You can not just think of yourself, you must think about your friend's needs, interests and feelings．
A: That's correct．But some people do try to use a friend- ship to help them make a lot of money．You need friends in business and Leslie is in business．So she has to expect that some people are being nice to her to get some advantage for themselves．
B: Yes, of course．But a true friend will last and stay friends for many years．Leslie will just have to see if the Chinese friends she made will stay friends for a long time．Then she will know true Chinese friendship．
USING WORDS AND EXPRESSIONS
Answer key for Exercise 1:
1 trust; concerned; calm down; in order to
2 share; thoughts; upsets; feelings
3 on purpose
4 crazy; share; cheats
5 has gone through
Answer key for Exercise 2:
1 They hid there for almost two years and never dared go out．
2 We tried to calm him down, but he kept shouting．
3 Don't laugh at him．Sometimes you are not able to do as well as he （does）．
4 In the early 20th century, China went through too many wars．
5 The children haven't been outdoors （have been indoors）all day．Let them play outdoors for a while．
6 Please use the word to make a sentence according to the situation given．
7 This series of readers is very interesting．
8 The man saved the girl from the river and her mother was very grateful．
9 Mr Jones lives alone and often feels lonely．
10 We communicate with each other by Internet / through the Internet．
USING STRUCTURES
Suggested answers to Exercise 1:
Anne said that they went quickly upstairs and into the hiding place when they arrived at Prinsengracht．She said that they closed the door behind them and they were alone．She said （that）Margot had come faster on her bicycle and was already waiting for them．She said （that）all the rooms were full of boxes and they lay on the floor and the beds．She said （that）the little room was filled with bedclothes and they had to start clearing up at once, if they wished to sleep in comfortable beds that night．Anne said （that）her mother and Margot were not able to help．She said （that）they were tired and lay down on their beds, but her daddy and she, the two “Helpers” of the family, started at once．
Anne said （that）they unpacked the boxes, filled the cupboards and tidied the whole day, until they were extremely tired．She said they did sleep in clean beds that night．She said they hadn't had any warm food to eat all day, but they didn't care．Anne said （that）her mother and Margot were too tired and worried to eat, and her daddy and she were too busy．
LISTENING TASK
As we all know, students sometimes have difficult relationships with their parents．Anne was no different．She loved her father but she did not always follow his advice．She felt that he did not always understand her and was trying to protect her too much．She also wondered whether he worried too much about what other people thought．Anne felt she should be able to make her own friends and take responsibility for her choices．This was the problem she had with Peter．Her father felt she was too young to have a boy for a close friend．Anne felt Peter was the only person in the attic that she could talk to about her feelings．This listening passage describes how Anne tries to deal with this issue and the result of this conflict．
Teaching Suggestions:
1 Before listening to the tape, discuss with the students whether they always do what their parents tell them．Are there situations where they disagree with their parents? For example, a student may prefer to relax after dinner before doing his homework．However, his parents want him to do it right away．Or, a student may have a friend whom his / her parents do not like．He / She may not want to end the friendship but the parents may insist on it．If time permits, discuss further with students the consequences of disobeying their parents．In particular, ask them what their parents would do and what attitude they would have towards their parents．
2 Now have students listen to the passage．
3 After listening, have students discuss in small groups what they think Anne's father will do．
_____________________________________
LISTENING TEXT
On Saturday evening I asked Peter whether he thought I ought to tell Daddy about our friendship．When we'd discussed it a little, he decided that I should．I was glad, because it showed he was a good person．As soon as I got downstairs I went off with Daddy to get some water．While we were on the stairs I told him about Peter and my friendship．Daddy didn't reply right away and then he said,”I think you must be careful, Anne．We live so close together here．”On Sunday morning he called me and we talked about it again．“Anne, I have thought about what you said．I think you must not talk to him alone so often．This is a special situation．If you were outside like everyone else, you would see other boys and girls and you could do all kinds of other things．But here, you are a lot together and if you want to get away you can't．You see each other 24 hours a day - in fact all the time．? Then on Friday he showed he was not pleased with me．He had thought that after our talk on Sunday I would not go upstairs every evening．But I did not agree, so I continued to talk to Peter every evening．
_____________________________________
_____________________________________
SPECIAL NOTE: Anne, in fact, continued to see Peter but her father was quite upset．She wrote her father a letter to explain how she felt about Peter．Anne said that Peter was the only person she felt comfortable talking to about her feelings．In the letter, she also told her father that she felt her parents didn't show enough love for her and didn't trust her enough．Her father told her that it was the worst letter he had ever received in his life．She had been loved and cared for, Mr Frank insisted．Furthermore, he told Anne that they were only thinking of what was best for her．Anne felt ashamed and cried．Yet, Anne's father allowed her to continue to talk to Peter．In return, Anne assured her father that Peter and her would remain just good friends．
_____________________________________
2 Answers will vary．This could be developed into a class discussion．
Suggested answers to Exercise 1:
What Anne's father thought What Anne thought
about being friends with Peter She should be careful to make friends with Peter． She wanted her father to be happy for her to have a friend．
about talking to him every night He was unhappy． She wanted to continue．
about following her father's ideas He thought Anne would agree to stop seeing Peter so often． She thought her father was wrong．
Suggested answers to Exercise 2:
1 Everyone needs a friend．Anne needs a good friend．
2 They can talk together happily and they are not doing anything wrong．
3 They are always with the family, so her father can watch over her．
READING TASK
Although, friendship is valued in all cultures, it is often expressed in different ways．This is especially true in Hawaii, which prides itself on making friends with strangers．The word for friendship is “aloha,” but the word carries many meanings, depending on the situation in which it is used．For example, it can also mean “Goodbye.” The idea is to let others know that whether they are coming or going, they are always welcome．So the word”a loha?has as much to do with “friendliness”as friendship．
Hawaii is a unique place in many ways．The eight larger islands are farther away from the continents than any other islands in the Pacific Ocean．Yet they are home to rich cultural diversity．The first inhabitants were the Hawaiians, a people who sailed to these islands in wooden canoes centuries ago from another part of Polynesia．In the past 150 years, other peoples have come to live here from every East and Southeast Asian nation and most of the other islands in the Pacific Ocean．They have also come from North America and Western Europe．More importantly, Hawaii is a place where the East truly meets the West．The living and learning environment of these beautiful islands mixes the best of both worlds．This coming together of cultures happens in the schools, in business and in government．It also happens in families: most of the people are multi-racial, that is, from many races．No racial or ethnic group is a majority, either, which makes Hawaii the only state in the US with this special situation．To be Hawaiian nowadays is to be part of a new culture that is open to change．
Teaching Suggestions:
1 Before they read the passage, ask students if they can think of any place in the world where Chinese and Western cultures live side by side．Places they might mention include Hong Kong, Macao, Singapore, the Philippines, San Francisco and Vancouver．Ask them to describe what they imagine life to be like in such a place．
2 Now have students read the passage．
3 After they read it, have students talk with a partner and consider how the Hawaiian idea of friendship could help different peoples to get along with one another．Besides friendship, you may want to have students think of another way to communicate better with people from other cultures．
Suggested answers to Exercise 1:
aloha to be with happiness / goodbye / our hearts singing together lokahi oneness with all people
kokua help ohana family
lei a circle of flowers worn around the neck
Suggested answers to Exercise 2:
1 Hawaiians say “aloha” to each other to show friend-ship．
2 They welcome people of all races, languages and cultures with “lokahi” which means “oneness with all people”.
3 They give visitors a “lei” to make them feel at home．
4 It's because Hawaii is a place where many cultures live together peacefully and co-operate with each other．
5 They try to help each other so that all feel stronger．People are told that their actions should be as gentle as the wind blowing from the sea．
6 They solve the problems with understanding and treat all people as if they are part of the same family．
7 Students'answers will vary．
SPEAKING TASK
The purpose of this task is to provide students with communicative practice．The students are put into situations that involve moral choices and could happen to anyone．These situations do not have a clearly right or wrong choice．Rather, their importance lies in the ideas produced during the discussion．
Teaching Suggestions:
1 In pairs, have the students read the situations and choose one to discuss．
2 After each pair comes to an agreement, have them record their solution to the problem on a piece of paper and give it to you．
3 Put pairs that have different solutions to the same situation in groups of four．
4 Let them present their reasons to each other about what to do and try to come to an agreement about the best course of action．
5 Have a student from each group report their new solution to the class．
6 If time permits, ask the students to work in pairs and make a dialogue like the following．
Sample dialogue:
S1: Hello, Liu Ming．How are you? I have something to discuss with you．I feel very uncomfortable about this but I think we must talk about it．I have been offered a ticket to a concert of the”Backstreet Boys?
S2: Wow! That's wonderful! I know how much you like them and how much you have always wanted to go to one of their concerts．Is there any chance I might get a ticket too?
S1: I am so sorry．They are only staying here for one night and Shen Ming offered me one．There was only one, or of course I would have thought of you．
S2: When are they coming? Perhaps I can queue up with you to get their autographs?
S1: That's just what I wanted to say．The concert is on Saturday．
S2: Oh I see．You want to change our arrangement for the picnic．Well, as a matter of fact I cannot go either on Saturday．My cousin is coming over and we shall have to visit my aunt．
S1: So it all turned out for the best．Thank goodness!
WRITING TASK
The purpose of this task is to involve the students in a critical thinking process．The students are provided with a list of proverbs about friends and friendship．These may help them to better understand how differently people see friends．It also gives them a chance to express their own views on friends and friendship．Make sure the students understand the meaning of the proverbs before they start to write．
Sample writing:
I don't agree with all the proverbs about friends or friendship．I agree with the following ones:
1 The same man cannot be both friend and flatterer．
2 Walking with a friend in the dark is better than walking alone in the light．
3 Friendship cannot stand always on one side．
I think a person can praise, blame, scold but shouldn't flatter his / her friend（s）．A friend is a treasure to his / her friend（s）．Friends should help each other and share their joys and sorrows-true friendship isn't one-sided．
I disagree with the following ones:
1 A friend in need is a friend indeed．
2 Friends are like wine; the older, the better．
3 With clothes the new are the best; with friends the old are the best．
In my opinion, a friend is a friend．There should be no such terms as true friend or false friend．I think a false friend cannot be a friend at all．I also think that a new friend is as good as an old one．A friend, new or old, is a friend．He / She is always devoted and helpful to his / her friend．
* PROJECT
Friendship is such a popular topic that there are lots of stories, songs, poems and plays about it．After learning this unit, the students should be encouraged to collect as much material on this subject as they can from the library, media and the Internet．They may hold an English party, where they can put on performances, eg reciting poems, singing songs, telling stories, etc．This is a good way to increase the students?interest in learning English as well as enhance their understanding of friendship．
CHECKING YOURSELF
This part aims at encouraging students to make a self-assessment after they finish learning each unit．The questions in the Workbook may help them．They should check to see:
● what experience, skill and knowledge they have obtained;
● if their interest has increased or decreased;
● if they are using effective ways of learning;
● what problems they have and what solutions they have found, etc．
First get the students to think about these questions individually．Then they can discuss in groups sharing their experience．You can join in and give them advice and suggestions where necessary．
Enrichment
NOTE
PERSONS
Anne Frank was born on June 12, 1929 in Frankfurt, Germany．At that time the Jewish community was a key part of the city's economic and cultural success．Her father, Otto Frank, was a respected businessman whose ancestors first came to the city centuries before．His family lived in a comfortable five-room flat and Anne was raised with loving concern and great care．In the spring of 1934, a year after Hitler rose to power, the family moved to Holland, whose people welcomed them．
After the German invasion of 1940, Anne was forced to leave her school, as were all known Jews．Almost right away, the Gestapo began to send thousands of Dutch resisters to slave labour camps in Germany．Then in February 1941 the Gestapo began to arrest Jews．It was at this moment that Otto Frank made plans to hide his family．
For the next 25 months the Franks and another family, the Van Daans, stayed on the top floor, curtains drawn so as not to attract unwanted attention．Sadly, a Dutch employee in the office told the Gestapo of the whereabouts of the families．Finally, they were arrested．They were in one of the last groups of Jews to be taken to the camps．Anne's mother got very ill at Auschwitz in Poland and stayed behind when Anne, her sister, and Mrs Van Daan were moved to Belsen, a smaller camp in Germany．Peter, who was in better health than the others, was forced into a long march from the camp where he disappeared．When Margot died in March, 1945, Anne probably lost her desire to live．She died just before her 16th birthday and less than a month before the surviving Jews were liberated by American, British, Canadian and Russian soldiers．
BACKGROUND
The building in Amsterdam where Anne Frank's family hid was not a set of apartments but a small business office with storage rooms．Therefore, people were not expected to come and go from it except during regular business hours．This expectation made it all the more difficult for the Franks to receive visitors．Thus it was that during the day the lower floors continued to serve as a place of business．After working hours, the Frank's Dutch friends brought them food, clothing, news from the outside world, and a bit of comfort．When the German Army conquered Holland in the spring of 1940, it soon sent its secret police, the Gestapo, into the peace-loving nation to search for Dutch Jews．Over the next four and a half years more than 100, 000 Dutch Jews were sent to concentration camps in eastern Germany and western Poland．The Frank family was among them．
FURTHER READING
The following passage is an excerpt, or part, of one of the longest and last entries in Anne Frank's diary．It can be used with both whole classes and individual students who show a keen interest in the unit topic．It is not necessary to provide additional background information to students before using this reading passage．
A DIARY ENTRY OF ANNE
Saturday, 15 July, 1944
“For in its innermost depths youth is lonelier than old age.” I read this saying in some book and I've always remembered it, and found it to be true．Is it true then that grownups have a more difficult time here than we do? No．I know it isn't．Older people have formed their opinions about everything, and don't waver before they act．It's twice as hard for us young ones to hold our ground, and maintain our opinions ...
Anyone who claims that the older ones have a more difficult time here certainly doesn't realize to what extent our problems weigh down on us, problems for which we are probably much too young, but which [are continuous], until, after a long time, we think we've found a solution, but the solution doesn't seem able to resist the facts which [put] it to nothing again．That's the difficulty in these times: ideals, dreams, and cher
Unit1-5 复习教案
I. Topics
Unit 1:
Friends and friendship; interpersonal relationships.
Unit 2:
English language and its development; different kinds of English
Unit 3:
Traveling; describing a journey
Unit 4:
Basic knowledge of earthquakes; how to protect oneself and help the others in disasters
Unit 5:
The qualities of a great person;
The lives of some great people.
II. Words and expressions
Unit 1:
add point upset ignore calm concern loose cheat reason list share feeling Netherlands German series outdoors crazy purpose nature dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
Unit 2:
include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, Midwestern, southern, eastern, southeastern, northwestern, Spanish, recognize, accent, lightning, direction, ma’ma, block
play a role in, because of, come up, such as, give a command, play a part
Unit 3:
journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave
change one’s mind, give in
Unit 4:
shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare;
right away, (be) at an end, dig out, bring in, a (great )number of
Unit 5:
hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.) criminal leader president sentence(v.) sincerely
lose heart in trouble worry about out of work Youth League as a matter of fact blow up put… in prison come to power set up be sentenced to
III. Functional items
Unit 1:
Agreement and disagreement
I agree. I don’t agree.
I think so. I don’t think so.
Exactly. I’ m afraid not.
Unit 2:
1. Language difficulties in communication
Pardon?
I beg your pardon? I don’t understand.
Could you say that again, please?
Sorry, I can’t follow you.
Could you repeat that, please?
Can you speak more slowly, please?
Unit 3:
Good wishes：
Have a good day/time!
Have a good journey/trip!
Good luck!
Enjoy yourself!
Best wishes to you.
Happy New Year!
Merry Christmas!
Happy birthday!
Thank you.
You, too.
The same to you.
Means of transportation:
walking, cycling, horse riding, taking buses/trains/boats/planes
Unit 4:
Talking about past experiences:
I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road.
Unit 5:
A. Giving opinions:
Why do you think so?
What do you think of …?
What’s your opinion?
I agree/ don’t agree.
I think/don’t think….
I prefer….
In my opinion….
I’m afraid…
B. Making comments:
Good idea!
That’s an excellent idea.
IV. Structures
Unit 1:
Direct speech and indirect speech
Statements:
“I don’t want to set down a series of facts in a diary,” said Anne.
-- Anne said that she didn’t want to set down a series of facts in a diary.
Questions
“ When did you go to bed last night?” Father said to Anne.
-- Father asked Anne when she went to bed the night before.
Unit 2:
Imperative sentences and its indirect speech
Open the door.
Please open the door.
Would you please open the door?
He told me to open the door.
Unit 3:
现在进行表将来
Where are you going on holiday?
I am going to Hawaii on holiday.
When are we coming back?
Unit 4:
The attributive clause (I)
由that, which, who, whose引导的定语从句
The number of people who were killed or injured reached more than 400,000.
It was heard in Beijing which is one hundred kilometers away.
Workers built shelters for survivors whose homes had been destroyed.
Unit 5:
The attributive clause (II)
由where, when, why, 介词+ which, 介词+ when 引导的定语从句。
The school where I studied only two years was three kilometers away.
This was a time when you had got to have a passbook to live in Johannesburg.
The reason why I got a job was because of my hard work.
…we were put in a position in which we had either to accept we were less important, or fight the Government.
The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.
Period 2 Reading “Anne’s Best Friend”
1. Teaching objectives:
1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;
2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;
3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;
4). To learn the writing style of this passage.
2. Teaching method: Task-based teaching
3). Teaching procedures:
Step 1.Pre-reading
1. Please enjoy three pieces of music and find out what they are about.
2. Does a friend always have to be a person? What else can be your friend?
3. What do you know about the World War II?
4. Background introduction
Step 2 fast reading
1. Who is Anne?
Who/What was Anne’s best friend?
When and where did the story happen?
2. fill in the form below.
The time of the story
The place of the story
The heroine of the story
Anne’s best friend
The length of time they hid away
The date of the diary
Step 3. Careful Reading
1. Answer the following questions:
Why did Anne made her diary her best friend?
What is an ordinary diary like according to Anne? What about her diary?
Why was she so crazy about things to do with nature?
Why did she stay awake on purpose until very late one evening?
Why didn’t she dare open the window when the moon was too bright?
How do you understand the expressions “spellbound” and “held me entirely in their powder”?
2. Reading to summarise the main idea of each paragraph.
Skim the text and summarise the main idea of each paragraph in one sentence.
Para. One: Anne made her diary her best friend whom she could tell everything.
Para. Two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.
Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.
Step 4 Post-reading
1. Comprehending exercises (on paper)
Time Nature Feeling
Before hiding
After hiding
2. Discuss what kind of feelings of Anne the following words from the letter imply.
words Anne’s feeling
nature free, peaceful, relaxed
outdoors free
crazy anxious, eager, thirsty
didn’t dare scared, frightened
thundering, entirely, power helpless, depressed, lonely
Step5. Activity
Four students a group to discuss the situation:
Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.
What will you take? Why?
How will you spend the 3 months?
How will you treat each other and make friends ?
Step 6. Homework
1. Review the important words, phrases and difficult sentences in the text and make sentences using the words given by the teacher.
2. Finish Ex.1-3 on p4.
3. Discovering useful words and expressions
Complete the following sentences, using words and expressions from Reading
1) She has grown _______ about computer games.
2) Was it an accident or did David do it on _______?
3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.
4) He used to work _______ even in the middle of winter.
5) Just the _______ of more food made her feel sick.
6) You had better have a _________ talk with him.
7) Born in a poor family, the manager _________ lots of hardships in his childhood.
8) A diary is often kept to ________ what happens in people’s daily lives.
Teaching Plan For Unit 1
Teaching Materials & Analysis Contents Warming Up P1
Pre-reading P1
Reading P1-2
Comprehending P2
Learning about Language
Discovering useful words & expressions
Discovering useful structures P3-4
Using Language Listening & speaking P5-8
Reading, speaking & writing
Summing up
Workbook & Test P41-47
Importance 1. Have students learn some useful new words and expressions and let them learn effective ways to remember English vocabulary.
2. Get students to learn about the history of the Amber Room and famous cultural relics in China and abroad to stimulate their sense of cultural relics protection.
3. Enable students to learn to tell the difference between facts and opinions to train their thinking and analyzing ability.
4. Let students learn to give opinions and ask for opinions in English.
5. Let students learn the. new grammar item：the restrictive attributive clause and non-restrictive attributive clause.
6. Develop students’listening，speaking，reading and writing ability
Difficulties 1. Train students' thinking and analyzing ability by making them learn to tell from facts and opinions.
2. Develop students’ speaking ability by encouraging them to give opinions and ask for opinions in English.
3. Develop students’integrated skills.
Teaching Aims Topic cultural relics protection；
famous cultural relics in China and abroad
Vocabulary Words race，valuable，survive，vast，dynasty，amaze，amazing，select，honey，design，fancy，style，decorate，jewel，artist， belong，troop，reception，remove，wooden，doubt，former，worth，local，apart，painting，castle，trial，evidence，explode，entrance，sailor，sink，maid，informal，debate
Expressions in search of，belong to，in return，at war，less than，take apart，think highly of
Functional Items 1）Asking for opinions
2）Giving opinions
Structures the attributive clause
Arrangement
of time 1st Warming Up Pre-reading Reading Comprehending
2nd Language points
3rd Grammar
4th Using Language: Reading & talking
5th Using Language: Listening & speaking
6th Using Language: Reading & writing 1）Asking for opinions
7th Revision
1）Asking for opinions
The 1st Period
Unit 1 Contents Warming Up Pre-reading Reading Comprehending
Teaching Aims Knowledge Vocabulary words rare，valuable，survive，vase，dynasty，amaze，select，honey，design，fancy，style，decorate，jewel，artist，belong，troop，reception，remove，wooden，doubt，former，worth
phrases in search of，be long to，in return，at war，less than
1. Get students to learn the useful new words and expressions in this part.
2. Let students learn about the history of the Amber Room.
Ability 1. Let students read the passage In Search of the Amber Room to develop their reading ability.
2. Enable students to learn to talk about cultural relics.
Emotion 1. Stimulate students’sense of cultural relic`s protection by reading the passage In Search of the Amber Room．
2. Develop students’sense of cooperative learning.
Analysis
of the teaching materials Importance 1. Let students read the passage In Search of the Amber Room and learn about the history of the Amber Room.
2. Get students to learn different reading skills.
Difficulties 1. Develop students’reading ability.
2. Enable students to learn to talk about cultural relics.
Multimedia Computer PPT CD
Teaching & Learning methods 1. Task-based Teaching & Learning
2. Cooperative learning
3. Discussion
Teaching Procedures
The 1st Period
Step 1 Warming up
1. Warming up by looking and talking
2. Give students 4 minutes to read the passage carefully，and do Exercise 1 and Exercise 2 in Comprehending on page 2.
3. Listening and reading aloud
Play the tape of the text for students to listen to and follow. Then ask them to read the text aloud.
4. Deal with some new words，expressions and structures.
5. Discussion of style. Let students discuss the following questions：，
How does this passage present facts about the Amber Room? Can you find the opinions?
What is the author's attitude towards the Amber Room? How do you know?
Step 2 Pre- reading
Turn to page 1 and finish Pre- reading part.
Step 3 Reading
1. Skimming for the general idea of each paragraph
Ask students to read the passage fast to get the key words and general idea of each paragraph and fill in the chart.
The general ideas
Paragraph The History of the Amber Room
1
2
3
4
5
2. Scanning for detailed information
Ask students to read the passage carefully to locate the detailed information.
Do Exercise 1 and Exercise 2 in Comprehending on page 2.
3. Deal with any language problems students might meet while checking the
answers with the whole class.
4. Reading aloud and underlining
Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebooks after class as homework.
be used to do...， be made into， make the design for the room，
feel as hard, as stone， be of the fancy style，
give the name， be made into any shape， be made with gold and jewels， in fact， as a gift of， in return，
be made to be a gift， serve as， add more details to...，
the search for， be made for， one of the great wonders，
art objects， look much like, at war，
remove... from.， remain a mystery， be ready for…
Step 4 Consolidation
Go over the key words with the students and write them on the blackboard. Give students 3 minutes to prepare and then ask some to retell the story of the Amber Room to the class.
Step 5 Closing down by having a discussion
Raise the following questions and discuss them with the students.
Can you imagine the fate of the Amber Room? What is it?
Do you think if it is worthwhile to reproduce the Amber Room? Why?
Step 6 Homework
1. Learn the useful new words and expressions in this part by heart.
2. Read the text again and try to talk about the history of the Amber Room.
The 2nd Period
Unit 1 Contents Reading Comprehending & Learning about language
Teaching Aims Knowledge Vocabulary words rare，valuable，survive，vase，dynasty，amaze，select，honey，design，fancy，style，decorate，jewel， artist，belong，troop，reception，remove，wooden，doubt，former，worth
phrases in search of，belong to，in return，at war，less than
1. Get students to learn and grasp the important useful new words and expressions in this part
2. Let students learn some important and useful sentence patterns
Ability 1. Get students to use some useful new words and expressions correctly.
2. Enable students to make sentences after the useful sentence patterns.
Emotion 1. Stimulate students' interest in learning English.
2. Develop students’ spirits of cooperation and teamwork.
Analysis
of the teaching materials Importance 1. Enable students to grasp the usages of such important new words and expressions as survive，belong，doubt，belong to，in search of，etc.
2. Get students to master the patterns：“Sadly，although the Amber Room was considered one of the wonders of the world，it is now missing，and“There is no doubt that the boxes were then put on a train for Konigsberg.. .”
Difficulties 1.Let students learn the usages of the words“belong“ and“doubt”and the expression ”belong to“.
2.Get students to understand some difficult and long sentences.
Multimedia Computer PPT CD
Teaching & Learning methods 1. Task-based Teaching & Learning
2. Cooperative learning
3. Discussion
Teaching Procedures
The 2nd Period
Learning about important language points
Step 1 Revision
1. Check the homework exercises.
2. Ask some students to tell the history of the Amber Room.
Step 2 Reading and finding
Get students to read through Warming Up，Pre-reading，Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.
a cultural relic，be rare. and valuable，survive for a long time，whether... or not，an amazing history，be used to do...，the design of the room，the fancy style，popular in those days，give the name，decorated with gold and jewels，in fact，as a gift of...，in return，be made to be a gift，serve as，add more details to，the search for，be made for， one of the wonders，art objects，look much like...，at war，remove... from...，remain a mystery，be ready for.
Read them aloud and copy them down in the exercise book after class.
Step 3 Practice for useful words and expressions
1. Turn to page 3. Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.
2. Give them several minutes to finish the exercises. They first do them individually，and then discuss and check them with their partners.
3. Check the answers with the whole class and explain the problems they meet where necessary.
Step 4 Vocabulary study
1. survive vt. & vi。
1）vi. continue to live or exist继续生存或存在
Few survived after the flood. 洪水后生还者极少。
The custom still survives. 这种风俗习惯还保存着。
2）vt. continue to live or exist in spite of nearly being killed or destroyed
幸存；幸免于
He survived the shipwreck. 在这次船只沉没事件中他幸免于难。
The plants may not survive the frost. 这些植物不经冻。
The house survived the storm. 经过暴风雨袭击，这所房屋并未倒塌。
3）vt. remain alive after sb.比某人长命
He survived his wife for many years. 他比妻子多活好多年。
【拓展】
survivor，person or thing that has survived幸存者；逃生者；残存物
survival n. 1）state of continuing to live or exist幸存；残存；生存
2) person, thing, custom，belief, etc. that has survived from an earlier time 遗老；遗习；旧风俗；旧思想
2. belong to: be the property of; be a member of 属于；是…的成员
The land belongs legally to the government. 该地依法属政府所有。
The blue sky belongs equally to us all. 蓝天为我们所共有。
They belonged to a younger generation. 他们属于年轻的一代。
【注意】
belong to不用于被动语态，也不用于进行时态。例如：
这本书现在属于我。
正：This book belongs to me.
误：This book is belonged to me.
误：This book is belonging to me.
3. in return: as payment or a reward for sth. 作为对某事的酬谢或回报
I bought him a drink in return for his help.我请他喝酒以酬谢他的帮助。
He presented her a notebook in return. 他回赠给她一本笔记本。
4. doubt n. & v．uncertainty or disbelief; reason for not believing sth.
怀疑；不确定；不信任；不相信
There is not much doubt about it. 这没什么可怀疑的。
I have doubts about his competence. 我对他的能力有很大怀疑。
He has his doubt to this being true. 他怀疑这件事是否属实。
Please dismiss all doubts about it. 怀疑是人的天性。
I do not doubt of your success. 我不怀疑你的成功。
I doubt whether/if he is at home. 我看他不一定在家.
I do not doubt that he can recite it. 我相信他能把它背下来。
Can you doubt that he will win? 你不相信他会获胜吗？
I doubt what he said. 我不相信他说的话。
5．remain vi. usually not used the continuous tenses通常不用于进行时态
1）be left or still present after other parts have been removed or used or dealt with剩下；剩余）
After the fire,very little remained of my house. 火灾过后，寒舍所剩无几。
If you take 3 from 8，5 remains. 8减3剩5。
2）be left to be seen, done, said, etc. 留待以后去看、去做、去说等
It remains to be seen whether you are right. 你是否正确，以后可见分晓。
Much remains to be done. 要做的事情还很多。．
3) stay in the same place;stay behind停留，逗留；留下
I remained in London until May. 我在伦教一直待到五月．
She left，but I remained（behind)． 她走了，我没走。
4) continue to be；stay in the same condition仍然是；保持不变
We should remain modest and prudent. 我们应该保持谦虚谨慎。
Let things remain as they are. 保持现状吧．
【辨析]remain＆stay
remain和stay都指“继续停留”或“继续保持某种状态、关系或行动”，二者常可互换。
remain强询“继续停留于一处或保持原状态，情况性质不改变”。例如：
This place remains cool all summer. 这个地方整个夏天都凉爽。
stay强调“某人或某物继续留在原地而不离开”。例如：
He stayed to see the end of the game. 他一直待到比赛结束。
Step 5 Sentence focus
1. This gift was the Amber Room，which was given this name because several tons of amber were used to make it.
这件礼物就是唬拍屋，它之所以有这个名字；是因为造这间房子用了好几吨珑拍．
这是一个复合句，句中which was given this name because several tons of amber were used to make it为非限制性定语从句，从句中又含有原因状语从句because several tons of amber were used to make it。
非限制性定语从句，修饰物时用which, whose；修饰人时用who, whom, whose。非限制性定语从句和它的先行词之间只是松散的关系，往往是对先行词作补充说明，这种从句在朗读时有停顿，在文字中通常有逗号与主句隔开。例如：
The chairman，who spoke first，sat on my right.
主席坐在我的右边，他最先发言。
The speech，which bored everyone，went on and on.
那演讲一直在进行，大家都觉得厌烦。
关系副词where和when也能引导非限制性定语从句。例如：
On April 1 they flew to Beijing，where they stayed several days.
4月1日他们飞到北京，在那里待了几天。
I'm seeing the manager tomorrow，when he will be back from New York.
我明天要去见经理，他明天从纽约回来。
另外，由which引导的非限制性定语从句，有时候修饰整个句子或句子中的某个部分。例如：
They have invited us to visit their country，which is very kind of them.
他们非常友好地邀请我们去访问他们的国家。
They usually take a walk after supper，which does them a lot of good.
他们通常晚饭后去散步，这么做对他们很有好处。
2. The design of the room was in the fancy style popular in those days.
屋子的设计是当时流行的极富艺术表现力的建筑式样。
这是一个“主系表”结构的句子,in the fancy style...在句子中用作表语，注意介词in的用法，此处表示“以……方式，以……式样，以……风格”。类似用法有in a different way等。
popular in those days是形容词短语修饰the fancy style,形容词词组作定语时，通常都作后置定语。例如：
They have a house larger than yours. 他们的房子比你的大．
The boys easiest to teach are in my class. 我班上的男生最好教了。
嵌这类后置的定语在意义上相当于定语从句。例如：
a house larger than yours= a house which is larger than yours
the boys easiest to teach＝the boys who are easiest to teach
3. In 1770 the room was completed the way she wanted.
1770年，这间唬拍屋按照她的要求完成了。
句子中的the way she wanted作状语，表示方式。此句实际为the room was
completed the way she wanted it to be completed, the way表示“方式；方法”，在定语从句中作状语时，后面的从句的引导词常常用that或in which或省略。例如：
I was never allowed to do things the way I wanted.
我从来就不被允许按照自己的想法去做事情。
We have to make it work in the way（that/in which) they want it to.
我们必须按照他们的想法把事情办好。（此句中way在从句中作状语）
He was looking at her in the way that surprised her.
他看着她的样子让她很惊讶。（注意此句中that可用which替换way在定语从句中作主语）
4. There is no doubt that the boxes were then put on a train for Konigsberg，which was at that time a German city on the Baltic Sea.
毫无疑间，这些箱子后来被装上火车运往哥尼斯堡，当时它是波罗的海边的一个德国城市。
这是一个复合句,that the boxes were then put on a train for Konigsberg是同位语从句，表示与之同位的doubt的实际内容。which was at that time a German city on the Baltic Sea是Konigsberg的非限制性定语从句，先行词为Konigsbergo
同位语从句常用that来引导，但随着与其同位的名词不同，也可由when, where,whether, how等来引导。例如：
They had to face the fact that the nearest filling station is thirty kilometers away. 他们不得不面对这样一个现实：最近的加油站还在30千米外。
The doctors came to the conclusion that the patient was suffering from cancer. 医生们作出了诊断结果：病人身患癌症。
I have no idea when he will return.我不知道他何时回来。
* There is no doubt that...可作为固定句型来用，意思是“毫无疑间……”。例如：
There is no doubt that he is a fine scholar.
毫无疑问他是一位优秀的学者。
There is no doubt that you can find a way to solve this problem.
毫无疑问你能找到解决这个问题的办法．
Step 6 Using words and expressions
Turn to page 42. Ask students to do the exercises in Using words and expressions in the Workbook. The following procedures may be followed：
1. Go through the two exercises with students and make sure they know what to do.
2. Several minutes for students to finish them individually.
3. Check the answers with the whole class.
Step 7 Homework
1. Finish off the Workbook exercises. Do Exercise 3 in your exercise book.
2. Learn the useful new words and expressions by heart.
The 3rd Period
Unit 1 Contents Learning about language
Teaching Aims Knowledge Vocabulary words local
phrases
1.Get students to know the structures of the restrictive and non-restrictive attributive clauses.
2. Let students learn the usages of the restrictive and non-restrictive attributive clauses.
Ability Enable students to use the restrictive and non-restrictive attributive clauses correctly and properly.
Emotion l. Get Ss to become interested in grammar learning.
2. Develop Ss' sense of group cooperation.
Analysis
of the teaching materials Importance 1. Get students to master the structures and usages of the restrictive and non-restrictive attributive clauses.
2. Let students know the differences between the restrictive attributive clause and non-restrictive attributive clause.
Difficulties Enable students to learn how to use the restrictive and non-restrictive attributive clauses correctly.
Multimedia Computer PPT
Teaching & Learning methods 1. Task-based Teaching & Learning
2. Cooperative learning & Practice
Teaching Procedures
Step 1 Revision
1. Check the homework exercises.
2. Dictate some important sentences in the passage In Search o f the Amber Room．
Step 2 Grammar revision
Ask students to review relative pronouns and relative adverbs and then do some related exercises.
Step 3 Learning about grammar
1. Let students pick out the sentences that use the attributive clauses from Warming up，Pre-reading and Reading，read them aloud and then translate them into English.
2. Ask students to study these sentences，and compare the sentence“This gift was he Amber Room，which was given this name because almost several tons of amber were used to make it with the others. Let them try to find the difference.
3. Sum up：Restrictive ＆ non-restrictive clauses.
Do the following pair of sentences mean the same thing?
My uncle，who lives in London，is very rich.
My uncle who lives in London is very rich.
The first sentence has a non-restrictive clause within two commas，and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause；it is therefore bracketed off with commas. Conversely，a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence.
Step 4 Grammar practice
1. Let students finish Exercise 3 and Exercise 4 in Discovering useful structures on page 4 and exercises in Using Structures on page 43.
2. Check the answers with the whole class，and see how well the students did.
Step 5 Additional exercises
Provide some exercises for students to test whether they have grasped the restrictive & non-restrictive attributive clauses.
Step 6 Homework
1. Finish off the workbook exercises. Do the exercises in Using Structures in your exercise book.
2. Preview the next part Using language.
The 4th Period
Unit 1 Contents Using language: Reading & Talking
Teaching Aims Knowledge Vocabulary words trial，consider，opinion，evidence，prove，pretend
phrases more than，even though
1. Get students to learn some useful new words and expressions in this part
2. Let students know what a fact is，what an opinion is and the difference between them.
Ability 1. Develop students’reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.
2. Train students’ speaking ability and enable them to tell the difference between facts and opinions and talk about something which interests them and about something which they are familiar with.
Emotion 1. Enable students to learn from Feng Jicai and protect cultural relics in their home town or city.
2. Develop students' sense of group cooperation and teamwork.
Analysis
of the teaching materials Importance 1. Develop students’reading skills by extensive reading.
2. Train students' speaking ability by telling the difference between fact and opinion and talking about something which interests them and about which they are familiar with.
Difficulties 1. Enable students to learn to use reading strategies such as skimming and scanning.
2. Get Ss tolearn how to tell facts from opinions.
Multimedia Computer PPT
Teaching & Learning methods 1. Task-based Teaching & Learning
2. Cooperative learning & Practice
3. Discussing
Teaching Procedures
The 4th Period
Step 1 Revision
1. Check the homework exercises.
2. Ask students to translate some sentences using the attributive clause.
Step 2 Warming up by discussing
Tell students：We are going to read a passage about fact，opinion and evidence. Before reading it，let`s discuss the following questions.
1. If you want to go in for law against somebody，and if you want to win，what`s the most important thing, you should do first？
2. What makes a judge decide which eyewitnesses to believe and which not to believe?
Step 3 Reading
1. Ask students to turn to page 5．
2. Two minutes for students to read the passage fast and try to get the main idea.
3. Four minutes for students to read the passage again and answer the questions.
What is a fact?
What is an opinion?
What is evidence？
4. Ask students to listen to the tape and read the passage aloud.
5. Photocopy a brief newspaper article，preferably one which talks about. a crime trial. Then have students pick out the facts and opinions and give reasons for their answers.
Step 4 Talking
1. Ask students to turn to page 41 and make a dialogue giving facts and opinions.
2. Let them check and practice the dialogue in pairs and then give a performance for the class.
Step 5 Reading task
1. Show students Feng Jicai`s photo and one of his novels and talk about them.
2. Ask students to turn to page 45，read the passage Big Feng to the Rescue to try to find the best summary and answer these questions.
3. Let students discuss：How can we do to help Feng Jicai with his projects?
Step 6 Summing up
Ask students to choose one of the following to prepare and then report to the class.
1. Tell the differences between facts and opinions.
2. Tell something about how Feng Jicai protected the cultural relics of his hometown.
3. Talk about something which interests you in your own life.
Step 7 Homework
1. Finish off the Workbook exercises.
2. Read the two passages again and try to grasp the main idea of them.
The 5th Period
Unit 1 Contents Using language: listening & speaking
Teaching Aims Knowledge 1. Get students to learn some useful new words and expressions in this unit.
2. Let students learn the expressions of asking for opinions and giving opinions.
Are you sure he/she was telling the truth? How do you know that?
How can you be sure he/she was telling the truth?
Why/Why not？
I don't believe...，because...
That can't be true. It is（not) a fact.
I (don't) agree with you. I don't agree that..，
It can be proved. The truth is (not) easy to know.
I think they have said useful things.…has no reason to lie.
Ability 1. Enable students to catch and understand the listening materials.
2. Develop students’ability to get special information and take notes while listening.
3. Get students to learn how to ask for opinions and give opinions.
4. Let students write a short report.
Emotion 1. Enable students to know more about cultural relics and stimulate their sense of protecting cultural relics.
2. Develop students’sense of group cooperation and teamwork.
Analysis
of the teaching materials Importance 1. Develop students' listening and speaking abilities.
2. Enable students to master different listening skills.
3. Let the students learn how to ask for opinions and give opinions.
Difficulties 1. Get students to listen and understand different listening materials.
2. Develop students’speaking ability.
Multimedia Computer PPT
Teaching & Learning methods 1. Task-based Teaching & Learning
2. Cooperative learning
3. Discussing
Teaching Procedures
The 5th Period
Step 1 Revision
1. Check the homework exercises.
2. Ask some students to talk about facts，opinions and evidence.
Step 2 Warming up by talking
Ask students to talk about the story of the Amber Room and its fate. Tell the students：
No one knows exactly what happened to the Amber Room. A few people say that they were eyewitnesses who saw where the Amber Room was hidden. Listen to their stories. .-
Step 3 Listening on pages 5-6
Turn to page 6．Ask students to look at the two forms and listen to the tape，take notes of what they hear and fill in the forms.
Step 4 Speaking on page 6
Turn to page 6．Ask students to share their forms with a partner，discuss together which person gave the best evidence，write down a short list of reasons for their choice and then give a short report about their list to the class.
Step 5 Listening on page 41
Ask students to turn to page 41，look at the picture and talk about the Aswan Dam and Abu Simbel temple. Let them listen to the tape and answer the questions and then check the answers with the class.
Step 6 Listening task on page 44
1. Ask students to look at the picture on page 44 and describe it. Then play the tape for students to listen to and get the main idea of the listening text.
2. Let students listen again and fill in the chart with details.
3. Ask students to listen to the tape a third time and try to get the right answers.
Step 7 Consolidation
Show students the three listening texts，let them read the texts aloud and then retell them.
Step 8 Homework
1. Finish off the Workbook exercises.
2. Read the listening texts again and try to retell them.
The 6th Period
Unit 1 Contents Using language: Reading & speaking
Teaching Aims Knowledge Vocabulary words treasure，besides
phrases search for，think highly of
1. 1. Get students to learn and master the new words and useful expressions：
2. Let students know the form of an English letter.
Ability 1. Develop students’writing ability by writing letters.
2. Enable students to express agreement and disagreement.
3. Enable students to express good reasoning and strong feelings.
Emotion 1. Stimulate students’sense of cultural relic's protection and encourage them to persuade others to protect cultural relics.
2. Enable students to master writing skills and write excellent letters.
Analysis
of the teaching materials Importance 1. Develop students’writing ability.
2. Get students to use the expressions of expressing agreement and disagreement，and reasoning.
Difficulties 1. Get students to learn to express good reasoning and strong feelings.
2. Let students learn how to write a persuasive letter.
Multimedia Computer PPT
Teaching & Learning methods 1. Task-based Teaching & Learning
2. Cooperative learning
3. Discussing
Teaching Procedures
The 6th Period
Step 1 Revision
1. Check the homework exercises.
2. Ask students to dictate the new words and expressions：treasure，besides，think highly of，tell the truth，etc.
Step 2 Warming up
Ask students to talk about cultural relics found in their daily life. Ask them what they would do if they found a rare cultural relic.
Step 3 Reading
Let students read the letter and answer some questions according to the letter.
Step 4 Writing
Ask students to have a class debate and write a report on their debate.
Step 5 Writing task
Suppose there is one cultural relic in your hometown that is worth saving or protecting. Write a letter to all the students of your school to encourage them to help save the cultural relic.
1. Let students read the outline as a guide.
2. Give 10 minutes to them to write the letter.
3. Ask as many students as possible to read their letters to the class.
Step 6 Homework
1. Finish off the Workbook exercises.
2. Write the two letters in your exercise book.
Unit 1 Cultural relics
Period 1: Words and expressions from Unit I Cultural Relics
cultural
adj. 文化的 a cultural independence / cultural exchange
relic
n. sth. old that reminds us of the past遗迹；古物 unearthed cultural / a relic of early civilization
survive
vt.&vi. to continue to live, esp. after coming close to death; to continue to live after…幸免于；幸存；……之后还活着 survive the traffic accident / survive all her children
remain
vi. 1. to stay or be left behind after others have gone or been removed停留；留居；留下When the others had gone, Mary remained and put back the furniture.2. to continue to be( in an unchanged state)继续；依然remain young / remain to be uncompleted; Peter became a judge but John remained a fisherman. If you won’t eat you’ll just have to remain hungry! 3. It remains to be seen: we shall know later on.情况仍未明，要看怎样发展。
state
n. 国家；政府；州；状态 state schools / state documents /in a poor state of health
look into: to examine the meaning or causes of考察，调查 look into the matter / look into the event
rare
adj. 稀罕的；稀有的；珍贵的 the rare air of the mountains / rare metals / a rare book
dynasty
n. 朝代；王朝 the Qing Dynasty / the Tudor dynasty in England
belong to
to be the property of; to be a member of; to be connected with属于；为……的一员;与……有关系belong to a club / belong to a class / belong to me
in search of 寻找 in search of the cure to the disease / in search of the lost boy
amber
n. adj. 琥珀；琥珀制的；琥珀色的 the amber traffic lights / a decoration of amber
gift
n. 赠品；礼物；天赋 birthday gifts / gift vouchers / a gift for music
melt
vt. vi. (使)融化；（使）熔化 melt the snow / melt the anger /melt in water
heat
n. vt. 热；热度；把……加热；使激动 the body heat/ the heat of a debate/ heat soup for lunch
design
n. a plan in the mind; a drawing or pattern showing how sth. is to be made设计；图案 vt. to imagine and plan out in the mind设计；构思 curious in design / make a design for a monument; design an engine / design dresses for a queen
fancy
adj.奇特的；异样的（无最高级和比较级）vt.想象；设想；爱好 a fancy price / fancy goods / fancy his coming /fancy herself still young
style
n.风格；风度；类型 do things in style / in the style of / out of style.
jewel
n.珠宝；宝石 precious jewels / a jewel necklace
in return(for): in exchange (for); in payment (for)作为交换；报答；酬谢 in return for her kindness / in return for his gilt
light
vt. vi 点火，照亮 light a cigarette / light a torch/ light sb. on his way
mirror
n. 镜子；反映 a driving mirror / look in the mirror/ a mirror of the times
wonder
n. 奇迹；惊奇 the wonders of nature/ It’s no wonder. /in wonder
at war 处于交战状态 be at war / have been at war for long
remove
vt. to take away(from a place); take off移动;脱掉；除去remove the cloth from the table / remove one’s hat; You’ve got to remove your shoes before you enter the room.
furniture
n.家具（总称）much furniture / a lot of furniture /a set of furniture/ a piece of furniture
secretly
adv.秘密地；背地里 have a talk secretly/ take an action secretly
wooden
adj. 木制的 a wooden bridge/ a wooden chair
doubt
n. 怀疑；疑惑；vt.怀疑；不信 there is no doubt about sb./ sth./ no doubt/ …not doubt that / …doubt whether
mystery
n.神秘；神秘的事物 make a mystery of matter / dive into the mysteries of
apart
adv. 分离；分别地 miles apart / stand apart / keep apart from take apart 拆开 take apart the machine / take sb. apart
trial
n.审判；审问；试验 hold a trial / trial by a military court / give sb. a trial
consider
vt.1. to think about; examine考虑；思考I’m considering changing my job. We’ve decided to move and are considering a new house in Beijing. 2. to regard as认为I consider you a fool. I consider it a great honour to be here with you today. The boss considered Tom (to be) too lazy to be a good worker. 3. to take into account顾及；考虑到；If you consider (the fact) that she’s only been studying English a year, she speaks it very well.
opinion n.意见；看法；判断 give one’s opinion / in one’s opinion / depend on one’s opinion
evidence n.根据；证据；证物 evidence for his guilt/ call sb. for evidence/ material evidence/ verbal evidence
prove vt. 证明；证实 vi. 原来是；证明是 prove its truth / prove sb to be / be proved to be
pretend vt.假装；装扮 pretend to be / pretend that
think highly of 看重；器重 think highly of his deeds / think highly of his character
treasure n.财宝；财富；珍品 a store of hidden treasure / collect many treasures
besides adv. in addition, also此外;而且I don’t want to go; besides, I’m tired. I met some friends and other people besides. I don’t like those blue socks; what have you got besides? prep. as well as; in addition to除……之外 I have a few friends besides you. There were three others present at the meeting besides Mr. Day.
Period 2: A sample lesson plan for Reading
(IN SEARCH OF THE AMBER ROOM)
Aims：
To read about cultural relics
To learn about The Restrictive and Non-Restrictive Attributive Clause
I. Warming up
Warming up by defining
Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:
A. What kind of old things are cultural relics?
B. Are all the old things cultural relics?
C. What is the definition and classification of cultural relics?
D. To whom do cultural relics belong?
Keys for reference:
A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past.
B. No, not all the old objects are cultural relics.
C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions.
D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.
Warming up by presenting
Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：
A. Can you name them out?
B. Who have the right to confirm and classify them?
Keys for reference:
A. They are cultural sites: The Great wall; The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First Qin Emperor and the Terracotta Warriors; The Mogao Cave. These are natural sites: The Jiu Zhai Gou Valley Scenic and Historic Interest Area; The Huang Long Scenic and Histioric Interest Area. The following are cultural and natural sites: Mount Taishan; Mount Huangshan; Mount WuYi.
B. Only an international professional organization from UN has the authority to confirm and classify them.
Warming up by discussing
Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision:
A: What should we do?
B: Can we keep it for ourselves or report it to the government?
C: Have you come across such a situation - to make a difficult choice?
Keys: ABC questions can be answered in all kinds of ways. The answers are flexible.
II. Pre-reading
1. Looking and saying
Work in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:
A. What kinds of things can result in their disappearing?
B. Why do they come into being once again?
Keys for reference:
A. Maybe wars, natural disasters, and time have damaged or destroyed them, getting them lost and changed. Many of them were even stolen and hidden while nobody knows who, where and how.
B. People get to know these. If these relics could not be found again, they would be rebuilt by people.
2. Explaining and sharing
Work in groups of four. Tell your group mates:
A. What do you know about the substance of “amber”?
B. What do you know about the cultural relics “the Amber Room”?
Keys for reference:
I am from group 2. From the knowledge we got from biology and chemistry, we know “amber” is a semi-precious stone used in jewelry and art world. Amber is really the fossil form of resin from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. Trees use resin to protect themselves from disease and harm caused by insects and fungi.
I am from group 6. From the information of history legends and news reports, we know the Amber Room is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost thousand tons of natural ambers were used to make it. But during the second world war in 1941, the Nazi German army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a German city. After that, what really happened to the Amber Room remains a mystery.
III. Reading
1. Reading aloud to the recording
Now please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2. Skimming and identifying the general idea of each paragraph
Now please skim the text to get the key words and general idea of each paragraph.
1st paragraph the introduction about the Amber Room: design, colour, shape, material
2nd paragraph the present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor
3rd Paragraph the relocating of the Amber Room in Catherir Ⅱ times: moved into Summer Palace, more added to its design
4th Paragraph the missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were trained to a German city, Nobody knew it from then on
5th Paragraph the rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of Peterburg
3.Scanning and analyzing the characteristics of the text.
Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?
Keys for reference:
This piece of passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense.
4.Reading and understanding
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from IN SEARCH OF THE AMBER ROOM
look into…, be used to…, make the design for the room, in fact, as a gift of…, add more details to…, remove… from the search for…,belong to…, feel as hard as stone, the fancy style, be made for…, in return, one of the great wonders, art objects, look much like…, give the name, be made into any shape, be made with gold and jewels, be made to be a gift, serve as…, at war, remain a mystery, be ready for…
5. Reading and transferring information
Read the text again to complete the table, which lists all the numbers in the text.
NUMBER MEANING
1716 Frederic William gave the Amber Room to Peter the Great as a gift.
1770 Catherine Ⅱ had completed the adding to the Amber Room in this year.
1941 The Nazi German army stole the Amber Room in this year.
The rebuilding of the Amber Room was completed in this year.
7000 Tons The total weight of the ambers used to make the room.
55 The number of soldiers given to the king of Russia in return.
600 The number of the candles lighting the Amber Room.
2 The two countries: German and Russia.
2 In two days the Amber Room was removed to a German city.
100,000 The Amber Room was dismantled into 100,000 pieces
27 27 wooden boxes were used to contain the pieces of Amber Room.
300th The newly rebuilt Amber Room was ready for the 300th birthday of St Peterburg city
6.Reading and learning
Read the text and learn more about the following proper nouns. You can surf on the website after class:
Names of people Names of places
Frederick Ⅰ Prussia
Frederick William Ⅰ St.Peterburg
Peter the Great Konigsberg
Catherine Ⅱ Winter Palace
Summer Palace
Ⅳ Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1 and No. 2.
Closing down by having a discussion
A. Can you imagine the fate of the Amber Room? What is it?
B. Do you think if it is worthwhile to reproduce the Amber Room? Why?
Keys for reference:
A. I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. You see, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly.
B. I think it is worthwhile to reproduce the Amber Room. Because it represents the culture and a period of history in St. Petersburg. It is a trace and feature surviving from a past age and serving to remind people of a lost time.
Closing down by retelling the story of the Amber Room
Well, all of us have learned the history of the Amber Room. Let’s recall some key words and expressions on the board. You are to retell the story of the Amber Room:
Colour Style Shape
owner present move to winter palace
add to more details remove to pieces
put on trains remain a mystery 300th birthday
Period 3: A lesson plan for Learning about Language
(The Restrictive and Non-Restrictive Attributive Clause)
Aims:
To learn about the restrictive and non-restrictive attributive clause
To discover some useful words and expressions
To discover some useful structures
Procedures:
I. Warming up
Warming up by discovering useful words and expressions
Please turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’.
Warming up by explaining
Now, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.
II. Learning about Attributive Clause
1. What is an adjective Clause?
An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples:
Adjective
the red coat
Adjective clause
the coat which I bought yesterday
Like the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.
In formal writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:
informal
The books people read were mainly religious.
formal
The books that people read were mainly religious.
informal
Some firefighters never meet the people they save.
formal
Some firefighters never meet the people whom they save.
Here are some more examples of adjective clauses:
the meat which they ate was tainted
This clause modifies the noun “meat” and answers the question “which meat?”.
They’re talking about the movie which made him cry
This clause modifies the noun “movie” and answers the question “which movie?”.
They are searching for the student who borrowed the book
The clause modifies the pronoun “student” and answers the question “which student?”.
Did I tell you about the author whom I met?
The clause modifies the noun “author” and answers the question “which author?”.
2. Restrictive & non restrictive clauses
Do the following pairs of sentences mean the same thing?
1a My uncle, who lives in London, is very rich.
2b My uncle who lives in London is very rich.
2a The policies, which were unpopular, were rejected by the voters.
2b The policies which were unpopular were rejected by the voters.
3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.
3b My niece whose husband is out of work will inherit the house which I have always treasured.
The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).
3. A test on FORMAL ADJECTIVE CLAUSES
Directions: Combine the sentences. Use formal written English.
Use (b) as an adjective clause. Punctuate carefully.
1) (a) An antecedent is a word. (b) A pronoun refers to this word.
An antecedent ____
2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feet and 150 tons.
The blue whale ____
3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours.
The plane ____
4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process.
In this paper, I will describe ____
5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people’s families have a history of high blood pressure and heart disease.
The researchers are doing case studies ____
6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months.
At the end of this month, scientists ____
7) (a) According to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem. (b) A solution to this problem must and can be found.
According to many education officials, ‘math phobia’ ____
8) (a) The art museum hopes to hire a new administrator.
(b) Under this person’s direction it will be able to purchase significant pieces of art.
The art museum ____
9) (a) The giant anteater licks up ants for its dinner.
(b) Its tongue is longer than 30 centimeters (12 inches).
The giant anteater ____
10) (a) The anteater’s tongue is sticky.
(b) It can go in and out of its mouth 160 times a minute.
The anteater’s tongue ____
III. Closing down by taking a quiz
Quiz on Attributive clause
Select one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need them.
1. As many children came were given some cakes.
A. that B. as C. who D. whom
2. The visitors saw rows of houses the roofs are red.
A. on which B. of which C. where D. that
3. I usually take a nap after lunch, is my habit.
A. which it B. as it C. as D. that
4. Please tell me the way you did the job.
A. how B. where C. which D. in which
5 Is this museum some German friends visited the day before yesterday?
A. the one B. which C. that D. where
6. The farmer uses wood to build a house to store grain.
A. in which B. where C. that D. with which
7. I shall never forget the years I spent in the country with the farmers, has a great effect on my life.
A. when, which B. that, which C. when, that D. which, that
8. Little has been done is helpful to our work.
A. that B. what C. which D. all that
9. Perhaps this is the only market you can get such cheap goods.
A. that B. of which C. by which D. where
10. We’ll put off the outing until next week, __ we won’t be so busy.
A. when B. which C. at which D. in that
Key: 1~10：BBCDA ABADA
Period 4: A lesson plan for using language
Aims:
To learn to tell facts from opinions
To write a reply letter
To listen and speak about cultural relics
Procedures
I. Warming up by questions
Morning, class. We always say, “We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:
A. What does it mean when you say, “It is a fact”?
B. What does it mean when you say, “It is an opinion”?
Keys for reference:
A. A fact must be real, objective and without any personal judgment. So it can be proved.
B. An option always expresses one’s own ideas. It is always subjunctive. So it has not been proved.
Warming up by questioning
Turn to page 5. Read the passage and tell me:
A. If you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first?
B. What makes a judge decide which eyewitnesses to believe and which not to believe.
Keys for reference:
A. Searching for facts of course. The more, the better.
B. The evidences offered by the eyewitnesses make the judge decide which one is believable and which is not.
II. Guided reading
1. Reading and defining
Read the passage and define: What is a fact? What is an opinion? What is an evidence?
2. Reading and translating
Read the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…
3. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.
Collocation from Using Language on page 5
in a trial, rather than, …more than…, to tell the truth, agree with, It can be proved that …, no reason to lie, a reply to a letter, think highly of, search for, return the treasure to, cost them a lot of time and money
4. Listening
Now, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we’ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I’ll present some related new words to you to help you understand them easily. Please look at the screen and read after me.
explode vt. 爆炸, Czch n. 捷克, mayor n. 市长, melt vt. 熔化, sub (sub marine) n. 潜水艇，水雷, survivor n. 幸存者, Titanic n. 泰坦尼克船
5. Sharing and Correcting
Well done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?
Keys: What they heard, saw, did are facts. And what they believe are opinions.
6. Reviewing
We often use some expressions to ask for opinions. What are they?
Oh, yes. What do you think of …?
Do you believe …?
How can you be sure of …?
How do you know that?
And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think… / I don’t think… I don’t agree that… / I suppose that…
7. Discussing
Please look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:
A. What is the best evidence?
B. How can we know which eyewitness is most believable?
Keys:
A. The best evidence is factual and is given by a person who is believable.
B. The most believable eyewitness is the one who has nothing to gain from telling a lie.
Well done. Let’s come to the discussion “Which person gave the best evidence?”
Keys fore reference:
Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer.
Hans Braun is also less believable because he is working for a company trying to find the ship which carried the treasures in the Baltic sea.
Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable.
8. Reading and writing
Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. Ok, finished? Now answer the following questions:
A. What’s Johann’s opinion about the Amber Room?
B. What’s his father’s opinion about the things found by him?
C. What happened to Johann when she was a pupil?
Keys:
A. Johann thinks the people who find the Amber Room should keep it for them own.
B. His father thinks as Johann does.
C. She found a little money and kept it to himself.
9. Completing the letters A & B and then giving your own letters
When you write your letter, you may choose to agree or not agree with the writer.
You must give a reason why you agree or don’t agree with the writer.
Be sure to give an example from your own life so that the reader can better understand your opinion.
Ⅲ Closing down
Closing down by a debating
There is a long ancient wall around a less developed town.
It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.
Closing down by dictation
The design for the room was of the fancy style popular in those days.
The room served as a small reception hall for important visitors.
The man who found the relics insist that it belongs to his family.
The room was completed the way she wanted it .
It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city.
After that, what really happened to the Amber Room remains a mystery.
In a trial, a judge must decide which eyewitnesses to believe and which not to believe.
Is it something that more than one person believes?
A fact is anything that can be proved.
An opinion is what someone believes is true but has not been proved.
Part Two: Teaching Resources (教学资源)
Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOM
I. Type of writing and summary of the idea
Type of writing This is a piece of narrative writing.
Main idea of the passage The history of the Amber Room
General idea of 1st Para The simple description of the Amber Room
General idea of 2nd Para The present sent to the Czar
General idea of 3rd Para The detail adding and relocating of the Amber Room
General idea of 4th Para The stolen of the Amber Room in World War Ⅱ
General idea of 5th Para The rebuilding of the Amber Room
II. A tree diagram
The Amber Room: the best and biggest work of country’s best Prussian artists
Para.1
Section 2: Background information on culture relics
I. What is a culture relic? 何谓 “文化遗产”?
Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution.
II. The cultural relics of China in the world heritage site list《世界文化遗产名录》中的30处中国文遗产
本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。到底，我国已有30处文物古迹和自然景观被联合国科教文组织世界遗产委员会列入《世界遗产名录》，以下是这些文化遗产的名称、性质和列人《世界遗产名录》的年份：
◆Mount Taishan(泰山)，listed as a world cultural and natural site in 1987.
◆The Great Wall(长城)，cultural site, 1987.
◆The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang(北京故宫、沈阳故宫)，cultural site, 1987,.
◆The Mogao Caves(敦煌莫高窟)，cultural site,1987.
◆The Mausoleum of the First Qin Emperor and the Terracotta Warriors(泰始皇陵及兵马俑坑)，cultural site,1987.
◆The Peking Man Site at Zhoukoudian(周口店北京猿人遗址),cultural site,1987.
◆Mount Huangshan(黄山),cultural and natural site,1990.
◆The Jiuzhaigou Valley Scenic and Historic Interest Area(九寨沟风景名胜区),natural site,1992.
◆The Huanglong Scenic and Historic Interest Area(黄龙风景名胜区),natural site,1992.
◆The Wulingyuan Scenic and Historic Interest Area (武陵源风景名胜区)，natural site,1992.
◆The Mountain Resort and its Outline Temple, Chengde(河北承德避暑山庄及周围寺庙),cultural site,1994.
◆The Temple and Cemeter of Confucius and the Kong Family Mansion in Qufu (曲阜孔府、孔庙、孔林)，cultural site,1994.
◆The Ancient Building Complex in the Wudang Mountains(武当山古建筑群),cultural site,1994.
◆Historic Ensemble of the Potala Palace, Lhasa(西藏布达拉宫),cultural site,1994.
◆The Lushan National Park(庐山)，cultural site,.
◆Mount Emei and the Leshan Giant Buddha Scenic Area(峨眉山一乐山大佛风景名胜区),cultural and natural site.1996.
◆The Ancient City of Pingyao(平遥古城),cultural site,.
◆The Classical Gardens of Suzhou(苏州园林),cultural site,1997.
◆The Old Town of Lijiang(丽江古城),cultural site,1997.
◆The Summer Palace(颐和园),cultural site,.
◆The Temple of heaven：an Imperial Sacrificial Altar in Beijing(天坛),cultural site,1998.
◆Dazu Rock Carvings(大足石刻),cultural site, .
◆Mount Wuyi(武夷山),cultural and natural site,1999.
◆Mount Qincheng and the Dujiangyan Irrigation System(青城山一都江堰),cultural site,.
◆Aucient Villages in Southern Anhui-Xidi and Hongcun(安徽古村落一西递、宏村),cultural site,2000.
◆Longmen Grottoes(龙门石窟),cultural site,2000.
◆Imperial Tombs of the Ming and Qing Dynasties(明清皇家陵寝),cultural site 2000.
◆Yungang Grottoes(云冈石窟),cultural site,.
◆Three Parallel Rivers of Yunan Protected Areas,natural site(三江并流),2003.
◆Capital cities and Tombs of the Ancient Koguryo Kingdom(高句丽的王城、王陵和贵族墓葬),cultural site,2004.
Unit 2 The Olympic Games
Period 1: Section 3: Words and expressions from unit 2 THE OLYMPIC GAMES
Aims: Learn about the words and read the words.
Important points: The pronunciation and the use of some words.
Difficulties: Usage of “admit” and “promise”.
honest
adj. 1. not disposed to cheat or defraud; not deceptive or fraudulent: honest lawyers 2. marked by truth: give honest answers 3. without pretensions: worked at an honest trade 4. without dissimulation; frank: my honest opinion 5. habitually speaking the truth: an honest man 6. worthy of being depended on: an honest working staff 7. free from guile: His answer was simple and honest
ancient
adj. 1. very old: an ancient mariner 2. in or of times long ago: ancient Rome and Greece 3. having existed since a very early time: ancient history/customs
compete
v. to try to win sth. in competition with someone else: John competed for a place at their school, but didn’t get it. compete for something; engage in a contest; measure oneself against others
medal
n. an award for winning a championship or commemorating some other event
host
n. a man who receives guests: He acted as host to his father’s friends. China is the host country for Olympic Games. v. be the host of or for: We hosted 4 couples last night.
magical
adj. possessing or using or characteristic of or appropriate to supernatural powers: a magical spell
interview
n. 1. the questioning of a person (or a conversation in which information is elicited); often conducted by journalists: My interviews with teen-agers revealed a weakening of religious bonds. 2. a conference (usually with someone important) v. 1. conduct an interview in television, newspaper, and radio reporting 2. discuss formally with (somebody) for the purpose of an evaluation: We interviewed the job candidates. 3. go for an interview in the hope of being hired: The job candidate interviewed everywhere.
athlete
n. a person trained to compete in sports
admit
v. 1. allow participation in or the right to be part of; permit to exercise the rights, functions, and responsibilities of: admit someone to the profession 2. allow to enter; grant entry to: We cannot admit non-members into our club. 3. serve as a means of entrance: This ticket will admit one adult to the show. 4. give access or entrance to: The French doors admit onto the yard. 5. afford possibilitye: This problem admits of no solution. 6. declare to be true or admit the existence or reality or truth of: He admitted his errors. 7. admit into a group or community: We’ll have to vote on whether or not to admit a new member. 8. have room for; hold without crowding: The theater admits 300 people.
replace
v. 1. put something back where it belongs: Replace the book on the shelf after you have finished reading it. 2. substitute a person or thing for (another that is broken or inefficient or lost or no longer working or yielding what is expected): He replaced the old razor blade. 3. put in the place of another; switch seemingly equivalent items: The con artist replaced the original with a fake Rembrandt. 4. take the place or move into the position of: Smith replaced Miller as CEO after Miller left.
relate
v. 1. have or establish a relationship to: She relates well to her peers. 2. be in a relationship with: How are these two observations related? 3. give an account of: The witness related the events. 4. have to do with or be relevant to 5. make a logical or causal connection: I cannot relate these events at all.
sail
n. 1. a large piece of fabric (as canvas) by means of which wind is used to propel a sailing vessel 2. an ocean trip taken for pleasure v. 1. traverse or travel by ship on (a body of water): We sailed the Atlantic 2. travel in a boat propelled by wind: I love sailing, especially on the open sea. 3. travel by boat on a boat propelled by wind or by other means: The QE2 will sail to Southampton tomorrow. 4. move with sweeping, effortless, gliding motions: Shreds of paper sailed through the air.
advertise
v. 1. call attention to: Please don’t advertise the fact that he has AIDS. 2. make publicity for; try to sell (a product)
promise
n. 1. grounds for feeling hopeful about the future: There is little or no promise that he will recover. 2. a verbal commitment by one person to another agreeing to do (or not to do) something in the future v. 1. give grounds for expectations: The results promised fame and glory. 2. make a promise or commitment 3. promise to undertake or give: I promise you my best effort. 4. make a prediction about; tell in advance
Period 2-3:A lesson plan for reading (AN INTERVIEW)
Aims
To talk about the history of the Olympics games
To read an interview about the Olympic Games
Procedures
I. Warming up
Warming up by sharing
Morning, everyone! Today we are going to learn about THE OLYMPIC GAMES. But first, I’d like to know how much you know about the Olympics to be held in Beijing. Anything about it is ok. Oh, Li Lei, do you want a try?…Right. You know so much about the Olympics. Toady, we’ll learn more about it in ancient Greece.
Warming up by describing
Now, boys and girls. I’ll show you a video show of the 28th Olympic Games. Please tell me what it is about and describe it to the class. Ok, Wang Lin, please describe it. Wonderful. That’s Liu Xiang. The hurdle king!
Warming up by discussing
Hi, class. You know our country is trying her best to prepare for the 2008 Olympic Games. Every one is expecting and excited about it. Let’s discuss what we can do for it. And imagine what we will do at the 2008 Olympics.
II. Pre-reading
1. Asking and answering
Now, please read the three questions before the Reading. Let’s do it in turn. Let’s begin from the first row here…ok, you did a good job. Let’s summarize your answers.
For reference:
1. In Summer Olympics, there are running, swimming, shooting, wrestling, jumping, football, basketball, volleyball, table tennis, throwing, Javelin, weight lifting, gymnastics, boxing etc.
In winter Olympics, there are skiing skating, ice hockey, ski jumping, sledding, snowboarding etc.
2. The 29th Olympic Games will be held in Beijing on Auguster 18th, 2008.
3. To hold the Olympic Games is a rich prize for a country. And it can make a country known in the world. It can stimulate the country’s economy, and help to speed up its development.
2. Imaging and introducing
Please look at the three pictures in the reading. Please talk about them. Imagine whatever you can.
For reference: The first picture is the status of a great Greek. His name is Pausanias. He was a famous traveler and writer in the second century AD. His Guide to Greece is an extremely comprehensive guidebook for tourists, concentrating on buildings, tombs and status and including a lot of information on the mythological, religious and historical background to the monuments described. It is so informative that it may be called the foundation of classical archaeology and this ancient Baedeker is still used as a guide to classical Greece. Can you remember a famous ancient Chinese traveler and writer? He also wrote a book. Yes, his name is Xu Shake. His works is The Notes of Xu Shake’s travels.
The second picture is the opening ceremony of the Olympic Games. Maybe this is the principle stadium. It’s large and can hold thousands of audience.
The third picture is a Chinese athlete named Yang Yang. She won a gold medal for China in the winter Olympic Games. She is a famous skating player.
3. Talking and Sharing
We know there are many differences and similarities about the ancient and modern Olympics. Do you know anything about them? You can simply guess. Yes, Lucy, try …
III. Reading
1. Reading aloud to the recording and finding the general idea
Now please listen and read aloud to the recording of the text AN INTERVIEW. Pay attention to the pronunciation and intonation as well as the pauses within each sentence. Then try to get the general idea of the passage. Have you got the main idea?
Yes, it tells us the differences and the similarities between the ancient and modern Olympics.
2. Reading and acting
Now let’s play the parts of the Greek writer Pausanias and the Chinese girl Li Li. Now boys, you are Pausanias; girls, you are Li Li. Please pay attention to the bold words.
3. Reading and finding
Now read the text again. The boys shall try to finish the task: What was the ancient Olympics like? The girls shall try to finish the task: What is the modern Olympics like?
4. Reading and collecting information
Ok, now let’s read it silently. First let’s talk about the same points between the ancient and modern Olympics. Who can answer? Any volunteers?
Then let’s come to the differences.
The similarities
① Both are held every four years.
② Both are held not for money but for honour.
③ The beliefs are the same. They are: Swifter, Higher, and stronger.
④ Men are allowed to take part both in ancient and modern Olympics.
⑤ Some events are the same, such as running, jumping, shooting and thowing.
The Differences
① There were not winter Olympics in the past.
② Now competitors are from all over the world. But in the ancient time, only the people in Greece could take part.
③ Only men were allowed to take part in the past, now woman are also allowed.
④ In the past, winners got the olive wreath as the prize. Now competitors compete for medals.
⑤ The events and athletes in modern time are more than those in the past.
⑥ There is a special village for the competitors to live in, a stadium for competitions, a gymnasium for these who watch the games now. But there were not in the past.)
5. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from AN INTERVIEW
take part in…, gold medals, the spirit of…, be held, in order to, host the Olympic Games, on a magical journey, find out, the present day Olympic Games, used to, write about…, come to your time, be admitted as…, two sets of…, enjoy competing in…, compete against…, for the honour of…, reach the standard, be admitted to…, play a very important role, as well as, a stadium for competitions, as a matter of fact, compete for…, olive wreath, feel proud of…, make… happy
Ⅳ Closing down
Closing down by doing exercise
To end the lesson you are to do the comprehending exercises 1 & 2.
Closing down by discussing
You know our government has tried its best to compete for hosting the 29th Olympic Games. It has cost a lot of money. Do you think it is worthwhile? Why?
For reference:
It is worthwhile to host the Olympic Games. To host Olympic Games can make our country known to the whole world. To host Olympic Games can make our culture and people understood by the other peoples. To host Olympic Games can stimulate the developing of our economy.
Closing by imagining
Imagine what we will do and what we can do for the 29th Olympic Games now.
For reference: Maybe we can serve as volunteers to help the foreign visitors and athletes from all over the world. So at present we should study hard. Especially we should try our best to learn English well.
Closing down by narrating
We can see the text is written in a conversational style. And there are two speakers. One is Pausanias, a Greek writer 2000 years ago, the other is Li Li, a Chinese girl. Now let’s change it into a narrative style. In other words, let’s describe the ancient and modern Olympic Games in our own words. Who would like to have a try?
For reference: The ancient Olympic Games began in Greece and were held from 776 B.C. to A.D.393. It was held every four years. At that time, there were not so many sports as today. And women were not allowed to take part in the games. There were not Winter Olympics at that time. Winners got the olive wreath as the prize. The motto was swifter, higher and stronger.
The modern Olympic Games began in 1891. They’re held every four years. There are many new sports in the Olympics. In the summer Olympics there are over 250 different sports. Women are not only allowed to join in but also play a very important role. Now the competitors compete for medals. The motto is swifter, higher and stronger.
Closing down by summarizing
As we have finished the passage we’ll sum up what we have learned. First let’s see the writing skills. It is written in a conversational style. It’s in a very interesting way. It adopts a dialogue between Pausanias who lived 2000 years ago and a Chinese gird in modern world. Through their dialogue, the differences and similarities between the ancient and modern Olympic Games are made known to the readers. Just because it is in a conversational style, there are quite a few oral spoken English and elliptical phrases.
Through the comparison between the ancient and modern Olympic Games, we have learned the differences and the similarities between them. Now we can have a deep understanding of the Games. From the passage, we can have a deep understanding of the Games. From the passage, we can also get to know that the Olympic Games are developing and improving. It’s our duty to make the Olympic Games better and healthier. We know that one of the slogans for 2008 Beijing Olympic Games is Green Olympic Games. It shows that people are paying more and more attention to our environment.
Period 4: A lesson plan for Learning about Language
(The Future Passive Voice)
Aims：
To learn about future passive voice
To discover useful words and expressions
To learn the methods of words formation
Procedures
I. Warming up
Warming up by dictating
There are several important sentences in this unit. Let’s dictate them. If you can’t, learn them by heart after class.
① When and where will the next Olympic Games be held?
② I live in what you call “Ancient Greece” and / used to write about the Olympic Games more than 2000 years ago.
③ All countries can take part if they reach the standard to be admitted to the games.
④ The next Olympic Games will be held in my hometown.
⑤ It is just as much a competition among countries to host the Olympics as to win an Olympic medal.
Warming up by discovering useful words and expressions
Turn to page 11 and do exercises 1, 2, 3 and 5 first. Check your answers against your classmates’.
II. Learning about word formation
1. Do exercise 4 and discover the rules.
Turn to page 12 and find out the rules of word formation.
By adding -ing to a verb, we can change the verb into a noun.
That means we can change “doing some sport” into “the name of the sport”.
By adding -er to a verb, we can change the verb into a noun. That means we can change “doing some sport” into “the person who does the sport”.
2. Means of word-formation in general
Affixation, conversion, and composition (or compounding) are the chief means of word-formation in English. Besides these, there are also other minor ways of word-formation including clipping, acronymy, blending etc.
III. Learning about Present Future Passive Voice
Turn to page 13 and do exercise 3. And tell the class the formation of present future passive voice.
For reference: Well done, class. We can follow the following formlation to turn the future tenses into future passive voice; be going to be done, be about to be done, be to be done, will / shall be done, would / should be done.
Ⅳ Closing down by summarizing
1.Present future passive voice (take “ask” for example)
Affirmative Negative Interrogative
I
You
He/she/it will be asked
We will (shall)
You/They will I
You
He/she/it will not be asked
We will (shall) not
You / They will not Will (shall) I
Will you
Will he/she/it be asked
Will (shall) we
Will you / they
2.The passive Voice of phrasal verb
Generally speaking, only transitive verbs can form the passive voice, for only transitive verbs can be followed by objects. But many intransitive verbs together with some prepositions and adverbs can be used as transitive verbs. So they can also be followed by the objects. Therefore they can also be used in passive voice.
But note that all the phrasal verbs are used as a whole. When using them in passive voice, we cannot drop out the prepositions and adverbs. For examples:
At last they put out the fire. At last the fire was put out.
They will put up a notice on the wall. A notice will be put up on the wall.
Have you sent for a doctor? Has the doctor been sent for?
I have never heard of such a thing before. Such a thing has never been heard of before.
We must take good care of the children here. The children must be taken good care of here.
His classmates laughed at him for the foolish mistake. He was laughed at for the foolish mistake by his classmates.
Period 5-6: A lesson plan for using language
Aims:
To read about the ancient Olympic Games
To listen and talk about hobbies
To write about hobbies
Procedures
1. Warming up
Warming up by introducing
Hi! Class. You know Greece is the world-known country with an ancient civilization. It has a long history with so much marvelous culture. The Greeks had wonderful stories about the Gods and Goddnesses who were part of their religion. They believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. However, the Gods did not always help. They behaved like people who were unpredictable and capricious. To try to get the support of the Gods people had to pray to them and offer them present. In this story the Goddess Hera, the wife of the chief God, Zeus was sorry for Hippomenes and agreed to help him.
Warming up by sharing
Now, boys and girls. Is there anybody who can tell us some Greek mythology. You know they are so famous in human history. Or can you speak out some names of Greek Gods and Goddesses.
Prometeus 普罗米修斯 -- a son of the former chief God
Sphinx斯芬克斯 -- a being with a human face but a lion body
Pandora 潘多拉-- a beautiful girl with every ill and evil thought and deed
Zeus宙斯-- the chief God who governed the world
Hera 天后-- the wife of Zeus who governed the love
Ⅱ. Guided reading
1. Reading and judging
Read the text THE STORY OF ATLANTA, and complete the True or False guestions after the text on page14.
2. Reading and answering
Read the text again, and answer the following questions.
A. What was Atlanta’s problem?
B. What were Atlanta’s rules?
C. What was Hippomenes’ amazement?
D. What made Hippomenes change his mind?
E. Whom did Hippomenes turn to for help?
F. Can you guess what was the ending?
For reference:
A. Atlanta could run faster than any men in Greece. But she was not allowed to run in the Olympic Games.
B. She promised to be married to a man who could run faster than her. If he could not run as fast as her, he would be killed.
C. Hipppomenes could not understand why so many young men wanted to risk their lives.
D. Atlanta’s beauty made him understand his amazement and change his mind.
E. He turned to the Goddess of love for help.
F. Hippomenes was killed because of losing his race.
G. He ran faster than Atlanta and married her.
3. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from THE STORY OF ATLANA
be allowed to, run against…, will be pardoned, hear of…,be amazed, as fast as…, change one’s mind, ask… for help from…,
promise to, will be relaxed, pick up, be confident about…,share one’s pain, run past…,compete with…, cheap to marry
4. Listening
For listening turn to page 15 and be ready to do exercises 1.
First read the questions carefully and imagine what is the listening about.
When doing exercise 2, you must make clear what is wrong with the sentence. And tell the class which is correct, which is wrong and which is only half true.
5. Acting
Next we are going to put the text A STORY OF ATLANTA on stage. You know there are four charactors in the story. Who would like to be them?
Who will be Alanta’s father, the old king?
Who will be the Goddess of Love?
Ok. Li Li, you are the Greek princess. Zhang Qiang, you are the brave young man Hippomenes. Lucy, you are the Goddess of Love. Zhou Gang, you are the princess’s father. The rest of class, please prepare it in groups of four. Then act your play before class.
A text play of THE STORY OF ATIANTA
Time: one morning in spring
Place: at the palace
People: the old king(K), the princess (A), the young man (H), the Goddess of love (L).
F: My dear daughter, you see how beautiful the spring is! You are just like the spring flowers. Why don’t you marry? So many young kings and princess want to marry you, and they are all so rich, smart and nice.
A: Oh, dear father. I have promised that I will only be married to a man who can run faster than me. I will run against him. If he cannot run as fast as me, he will be killed. No one will be pardoned.
F: But, my dear daughter. No man has won you. They all sent themselves to death. When will you get married?
A: I won’t marry unless I am allowed to run in the Olympic Games. (Hippomenes is allowed to come in)
H: Oh, my kindest king and my prettiest princess!
I’ll marry the princess. I’ll compete with you.
A: Do you know the rules?
H: Yes, princess!
F: Oh, young man! Go away! You can’t win her. You are only losing your life!
H: No, I want a try!
F: Foolish thing! Go away! Don’t go to die! (Hippomenes was pushed away and felt sad, crying. The Goddess of Love is watching everything above him in the sky and pities him)
L: Oh, young man, what’s the matter? Why are you so sad?
H: Oh, my Goddess, can you help me? Can you help me to win the princess and marry her?
L: Ok, young man. Do you really want to marry her and love her?
H: Of course. She is so beautiful.
L: Ok, it is easy. Take these three golden apples.
Throw apples in front of Atlanta when she is running past and she will be relaxed. When she stops to pick it up, you will be able to run on and win.
H: Oh, thank you, my Goddess!
(Hippomenes returns to the palace)
K: Well, young man, why are you here again?
H: My kindest king. I want to marry her and run against her!
K: Well, young man. I repeat. Don’t be silly! Go away!
H: No. I love her. I will marry her － or die!
6. Speaking
Now, class. Let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. You can carry out the task like this.
Which do you like, sport, music or collection?
Which of the sports do you like best?
What is your favorite sport?
Are you interested in table tennis?
After the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.
Why do you like this sport / music / collection?
When do you begin to like it?
What’s enjoyable about the hobby?
What have you learned from the hobby?
III.Guided writing
1. Writing an imagined dialogue
Groups 1 and 2 are going to write an imagined dialogue between the princess and Hippomenes. You may begin like this : Oh, my dear princess, I want to marry you…
2. Writing a description
Turn to page 16 and follow the direction to write a description of your favorite hobby.
Here is an example:
Swimming is my favorite sport. I like it because it can bring me much fun. The process of learning swimming is very interesting. You can try different ways of swimming, such as breaststroke and backstroke. You can swim at any time of the year if you like. In hot summer, if you jump into the river or the sea to have a swim, you’ll feel cool and comfortable. Even in cold winter, you can swim if you are brave enough. It’s a healthy sport and it can build up your body. If you are a beginner, you must be careful.
You’ll better not swim alone and bring life buoy with you in case of danger. If you want to be a good swimmer, you must have a lot of practice and have great determination.
IV. Closing down by finding information
Go to the library to read or get online to search in order to find more information on the Olympic Games and the ancient Greek mythology. Take notes of your finding and report to your groupmates next Monday morning.
Part Two: Teaching Resources
Section 1: The writing style of the reading AN INTERVIEW
Type of writing Conversational style
Main idea Comparing the differences between Ancient and Modern Olympics
Characteristics By comparing and contrasting
Section 2: Background information on the Olympic Games
I. Events of the Moden Olympic Games
Archery, Baseball, Badminton, Basketball, Beach, Volleyball, Boxing, Canoe/Kayak, Cycling, Diving, Equestrian, Fencing, Field Hockey, Gymnastics, Handball, Judo, Modern Pentathlon, Rowing, Sailing, Shooting, Soccer, Softball, Swimming, Synchronized Swimming, Table Tennis, Tennis, Tae kwon do, Track & Field, Triathlon, Volleyball, Water Polo, Weightlifting, Wrestling
II.Olympic Traditions
The Olympic Anthem
The Olympic anthem was written by the Greek national poet Costis Palamas and composed by Greek musician Splros Samaras. It was first sung at the 1896 Games. The IOC adopted it as the official Olympic anthem to crown olympic ceremonies at the 1958 IOC Session in Tokyo.
The Olympic Motto
The Olympic motto “swifter, higher, stronger”comes from three Latin words”citus, altius, fortius”, which actually mean”faster, higher, braver”. The French educator, Baron Rerre de Coubertin, who revived the ancient Olympic Games and in 1896 led the first modern 01ympic Games in Athens, borrowed the phrase from a Dominican priest Henri Dinon. Mr.Dinon introduced these words while presenting athletic prizes at a college in 1891.But how did these words become the motto of the Olympic Games? It was Michel Breal who introduced this phrase at the closing dinner of the congress for the reestablishment of the modern Olympic Games on June 23,1894.Later, the International Olympic Committee formally adopted this phrase as the official motto of the Games.
The Olympic Creed
The Olympic creed was also introduced at the 1896 Games. As stated by Pierre de Coubertin, the creed is as follows:”The most important thing in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well.”
The Olympic Flag
It was Pierre de Coubertin who conceived the idea of the Olympic flag with five coloured interlocking rings on a white backround. The rings represent the union of the five continents and the meeting of the athletes from all around the world at the Olympic Games.
Today, almost a century after the flag’s creation, the six colours, those of the rings (blue, yellow, black, green, red) and that of the white background which stands for peace, still maintain their symbolism and can be found in flags across the world. The Olympic flag was first used during the Antwerp Games in 1920.
The Olympic Oath
“In the name of all the competitors, I promise that we shall take part in these Olympic Games, respecting and abiding by the rules which govern them, in the true spirit of sportsmanship, for the glory of sport and the honour of our teams.”
At the opening Ceremony of each Games, one athlete from the host country takes Olympic oath on behalf of all competing athletes. This particular gesture of sports-manship was introduced at the 1920 Games in Antwerp, Belgium. A coach or team official takes a similar oath at each Opening Ceremony.
The Olympic Flame
The Olympic flame is one of the most visible symbols of the modern Games. Its tradition has survived from the Games of ancient Greece, where a sacred flame, ignited by the sun, burned continually on the altar of the goddess Hera.
The modern Olympic flame was first lit in 1928 at the Amsterdam Olympic Games, where it burned throughout the competitions. It has become a major symbol for solidarity among nations and embodies the Olympic spirit encompassing the ideals of purity, the endeavour for perfection, the struggle for victory, friendship and peace.
The Torch Relay
During the 1896 Games in Athens, young inspired sportsmen had organised the first torch relays. However, the tradition of the Olympic torch officially began at the Berlin Games in 1936. As in ancient times, the torch is lit by the sun in Ancient Olympia, then passed from runner to runner in a relay to the host city, where it is used to light the Olympic Stadium’s flame during the Games’ Opening Ceremony. The flame then burns until it is extinguished at the Closing Ceremony.
Unit 3 Computer
Part One: Teaching Design (第一部分：教学设计)
Period 1: Words and expressions from Unit 3 Computers
Aims: Learn about the words and read the words.
Important points: The pronunciation and the use of some words.
Difficulties: Usage of “admit” and “promise”.
common
n. 1. an area of grassland with no fences which all people are free to use or a piece of open land for recreational use in an urban area (常用于专有名词中): Every Saturday Jean went riding on the village common. Harlow Common is very beautiful in winter.哈洛公园在冬天时风景很美。2. in common: in shared possession 3. out of common: unusual adj. 1. of or associated with the great masses of people: The common people in those days suffered greatly. 2. to be expected; standard: common decency. 3. common to or shared by two or more parties: common friend. 4. of no special distinction or quality; widely known or commonly encountered; average or ordinary or usual: the common man. 5. belonging to or participated in by a community as a whole; public: for the common good. 6. commonly encountered: a common (or familiar) complaint. 7. being or characteristic of or appropriate to everyday language: common parlance. 8. lacking refinement or cultivation or taste: behavior that branded him as common. 9. of low or inferior quality or value: produced...the common cloths used by the poorer population.
simple
n. 1. any herbaceous plant having medicinal properties 2. a person lacking intelligence or common sense adj. 1. not elaborate in style; unornamented: a simple country schoolhouse. 2. (bota
Pre-reading
1. What is the purpose of language?
2. What do you think “Body language” means?
3. How can you tell if someone is sad even if they do not speak?
Reading
Task1: Answer the questions on P26 to P27
Task2: Fill in the blank.
Country / Area Ways to greet each
Britain Shake hands. Do not stand very close to others or touch strangers as soon as they meet.
Canada Shake hands.
Japan Bow.
Spain、Italy、South American countries Approach others closely and are more likely to touch them.
France Shake hands and kiss each other twice on each cheek
Middle East, some Muslim countries Shake hands and stand quite close to other men. Nods to women and do no shake hands with them.
Language points
Reading
1，They will be meeting at a major hotel with local business people and people who represent the Chinese government.
will be meeting “将要会见”
will / shall be doing 表示“预料将要发生的动作”， 在现代英语口语中用得很多，口气往往比较婉转， 随便。
(1)你什么时候再来看望我们？
When will you be visiting us again?
(2)我就要去参加一个国际会议了。
I shall shortly be attending an international conference.
major
adj. more important, great(er) 较大的，较重要的，主要的
a major road 干路
这辆车需要大修。
The car needs major repairs.
vi. specialize in a certain subject( at college or university) 主修，专攻
major in 攻读，专修，主修
黛西是法语专业的。
Daisy is majoring in French.
n. 专业，陆军上校
local adj. 地方的，本地的， 地区的
当地的医生 the local doctor
本地新闻 the local news
这是头本地羊。 This is a local sheep.
represent vt.
1). 表现，描绘，描画
这幅画描绘了亚瑟法庭的一个场面。
This picture represents a scene at King Arthur’s court.
2) 代表，
秃鹰象征了美国。
The bald eagle represents the United States.
3) 想象 represent sth. to oneself 想象出某事物
2.Four people enter looking around in a curious way.
curious adj. eager to learn or know 富于好奇心的，有求知欲的，感兴趣的
be curious about 对……好奇
be curious to do 急于做
curiosity n. 好奇心 curiously adv. 好奇地
(1)她还是个小女孩儿时，就对人类的起源发生了兴趣。
As a girl, she was curious about the origin of human beings.
(2)The tourists were surrounded by the curious children.
游客被好奇的孩子们围起来了。
3. You do not want to disappoint your boss, and this is an exciting experience for you, so you stand watching and listening.
disappoint v. 使（某人）失望
disappointed adj. 失望的，失意的， 受挫的
disappointing adj. 令人失望的，扫兴的
(1)如果我考试不及格，我的父母会失望的。
My parents will be disappointed in me if I fail the exam.
(2)结果令我们所有人都很失望。
The result disappointed all of us.
(3)多么令人失望的消息啊。
What disappointing news!
(4)比赛输了，这令她很沮丧。
She was deeply disappointed about losing the game.
standing watching and listening V-ing形式作状语表伴随
4. Mr. Garcia approaches Ms. Smith, touches her shoulder and kisses her on the cheek.
approach ① n. (UC) 靠近，临近，接近
② n. (C) 通路，入口； 方法，步骤(method)
③ v. 靠近，走近
（1） We heard the approach of the train. (火车开过来了。)
（2） All approaches to the town （所有通往城镇的道路）are blocked.
（3） Do you know the best approach （最佳方法）to study a foreign language?
（4） He approached （靠近）the bird quietly.
5．These are examples of learned or cultural “body language”.
learned adj. having much knowledge acquired by study 有学问得，博学的
learned man 学者
他很有学问，但是非常自负。
He’s very learned but rather proud.
6. Not all cultures greet each other the same way, nor are they comfortable touching strangers or being too close or too far away.
1）not…nor… 既不。。。，又不。。。
nor 常置于句首、助动词或连系动词之前，表示 and also not. 此时也可以用neither 代替。
(1)我不喜欢这部电影，她也不喜欢。
I don’t like the film. Nor / Neither does she.
(2)我今天不去上班，梅西也不去。
I’m not going to work today and nor / neither is Maisie.
touching … or being … 都用作状语，相当于 while ( they are ) touching… or
2）nor are they 。。。 含有否定意义的副词或连词（如not ,seldom, little, hardly, never, rarely, nowhere等）放在句首时，需用倒装。
(1)他一个英语单词也不会说。
Not a single word of English can he speak.
(2)我从来没有见过他。
Never have I seen him before.
(3)Not for a moment ______what he said. B
A. I believed B. did I believe C. I would believe D. I believe
(4)No where else in the world ___ a place so beautiful. C
A. you can find B. find you C. can you find D. do you find
7. People from places like … and are more likely to touch them.
be likely to 很有可能，有希望。。。
possible , probable, likely
possible 表示可能的可能性不大，强调客观上有可能性，但也常常暗自“实际上希望很小”.常用于固定结构中，如：as…as possible, if possible, It is possible that…, It is possible for sb to do sth.
probable 表示可能性很大，主要用来指有根据，合情理，值得相信的事物，译为“很有可能地，大概” It is probable that…
likely 表示可能性很大，但比probable弱，侧重从表面看，某事很有可能发生，当指某人或某事充当主语，其后用不定式，只能用likely ，而不用possible ,probable,即，sb./sth.be likely to do. 句式：It is likely that…
(1) It’s nearly ten o’clock and father ____ walk in at any moment. C
A. is possible to B. is maybe to C. is likely to D. is able to
(2) Look, dark clouds are gathering. It is ____ to rain soon. C
A. probably B. possibly C. likely D. perhaps
(3) ___ there likely ___ anyone to meet us at the airport? D
A. Does, to be B. Is, being C. Has, that D. Is, to be
8. It is an interesting study and can help you avoid difficulty in communication.
avoid vt. 避开，躲避（某人/某事物）； 防止（某事）发生，预防
avoidable adj. 可避免的 avoidance n. 逃避，避开
avoid( driving in ) the center of city 避开市中心(行驶)
(1)做为一个驾驶新手，琳达尽力避免发生事故。
As a new driver, Linda tries her best to avoid accidents.
(2)I quickly walked to the other side of the road to avoid ___ him. C
A. to meet B. having met C. meeting D. to have met
Using language
1. Some body language is similar everywhere.
1) some 后面有时可跟可数名词的单数形式，意为“某种，某个”(a certain)
(1)他没通知我们就走了，他一定有他的理由。
He left without telling us. He must have some reason for this.
(2)你能给我推荐个旅馆吗？
Could you recommend me some hotel there?
2) be similar with 类似的，相像的
e.g. 玛丽的帽子和简的差不多。
Mary’s hat is similar with Jane’s.
2.A smile is the universal facial expression –it is intended to put people at ease.
facial expression 面部表情
intend v. 打算，想要，企图
intend to do/doing sth. 打算做……
intend sb. to do 打算让某人做
intend that = intend +n.+to do 打算做。。。
be intended for 为。。。而 。。。（表示目的）
be intended as 作为。。。
(1) He intends to study abroad (到国外留学)next year.
(2) He intended his son to manage （打算让他的儿子经营管理）the company.
(3) The movie is intended for （为。。。而。。。）adults only.
(4) It is intended as （作为）a joke.
ease n. 安心，安逸，容易，轻易； v.减轻，放松
at ease 舒适，不费力气 with ease （军队口令）稍息
put/ set sb. at (his) ease 使某人感到轻松自在
ease out （使）悄然离开 ease off （病）减轻，缓和，放松
ease one’s mind 心情舒畅 take one’s ease 使自己轻松一下，休息
(1) His words put me at ease. (使我感到轻松)
(2) He is at ease （放心）about the matter.
Ex.
1. _________dogs seldom bite. D
A. Bark B. To bark C. Barked D. Barking
2. To get here in time, they came ________ all the way. A
A. running B. run C. ran D. to run
3. He sat there ________, with his head on his hand. B
A. and think B. thinking C. thought D. being thought
4. The wolf spoke in a _______ voice and Mr Dongguo felt _____. A
A. frightening; frightened B. frightened, frightened
C. frighten, frightening C. frightening, frightening
5. They set out ______ for the ___boy. B
A. searching, losing B. searching, lost
C. to search, lost D. searched, losing
6. It’s a pleasure to watch the face of a ____ baby. C
A. asleep B. sleep C. sleeping D. slept
7. The student sat there, _________ what to do. D
A. doesn’t knowing B. didn’t knowing
C. not know D. not knowing
8. The secretary worked late into the night, __________ a long speech for the international conference. C
A. to prepare B. prepared C. preparing D. was preparing
9. European football is played in 80 countries, ____ it the most popular sport in the world. A
A. making B. makes C. made D. to make
10. The _____ Prime Minister expressed his satisfaction with his talks, _____ that he had enjoyed his stay here.. C
A. visiting, add B. visited, adding
C. visiting, adding D. visited, added
课型设计与课时分配：
The first period: Reading
The second period Words and Grrmmar
The third period Extensive Reading
The four period Listening
The five period Writing
The six period Summary
The First Period Reading
Teaching goals
1.Target Language
a. 词汇和短语
sunburn, struggle, super, expand, circulate, equip, export, rid…of, be satisfied with, lead a…life, search for, would rather, thanks to, with the hope of, rather than
b. 重点句子
This special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10
He cares little about spending the money on himself or leading a comfortable life. P10
He also doesn’t care about being famous. P10
He feels it gives him less freedom to do his research. P10
His other hobbies include playing mah-jong, swimming and reading. P10
Wishing for things, however, costs nothing. P10
2. Ability goals
Enable students to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem-starvation. So after reading the passage about Dr Yuan students will know the importance of his achievement to man. Of course they will learn from Dr Yuan some noble character.
3. Learning ability goals
Help students learn how to describe Dr Yuan Longping including his personality.
A. Teaching important points
1. Help to comprehend the text and grasp the main idea of the text.
2.Grasp the usage of some words and expressions.
3.How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.
B. Teaching difficult points
1.How to help students learn more about agriculture.
2.Help students really master the usage of words and expressions.
C. Teaching aids
A tape recorder, a projector and a computer.
D. Teaching procedures & ways
Step 1 Greeting and leading in
look at the two pictures on Page 9 and answer the questions:
1. What are the people doing?
2.Can you tell me something about rice?
.Step 2 Warming up
1.Discussion: (group work)
Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?
Step 3 Pre-reading
The purpose of this step is to let students know the importance of rice. By answering the two questions, students can easily understand why we call Dr Yuan Longping a pioneer for all people, and why he devotes all his life to the rice research.
1.What do you think would happen if tomorrow there was suddenly no rice to eat?
2. If you had the chance to do one thing to help end famine in the world, what would you do?
Step 4 Fast Reading
The purpose of fast reading is to let students find some useful information, and get familiar with the text. So in this step, teacher designs some questions for students, so that they can easily find the answers and finish the reading task.
1. What does Dr Yuan look like?
2. What’s his achievement?
3. What do you think of him?
Step 5 Careful Reading and Explanation
1.Give students 3 minutes to read and find the main idea of the text. While students are doing this, teacher show the chart on the screen. After they have finished their task, ask them to look at the screen and fill in it.
Show the chart on the screen.
A PIONEER FOR ALL PEOPLE
1. He wants everyone to call him a farmer.
2. His biography.
3. His personality.
4. His dreams.
Five minutes later, teachers can ask some of them to fulfil the chart. They can use words, phrases, or sentences to do this. Here is a sample for teacher to refer to.
A PIONEER FOR ALL PEOPLE
1. He wants everyone to call him a farmer.
(1) A scientist works the land.
(2) Sunburnt face and arms, slim, strong body.
(3) Grow hybrid rice.
(4) The first agricultural pioneer.
2. His biography.
(1) In 1931, born.
(2) In 1953, graduated and devoted his life to finding ways to grow rice.
(3) Last year, twenty billion tons of rice was produced. Now, Dr Yuan is circulating his knowledge.
3. His personality.
He is satisfied with his life. Because he doesn’t like money and fame.
4. His dreams.
(1) The first dream.
(2) The second dream.
2.language points:
1)“…for that’s how he regards himself”.
“how he regards himself”, means how he thinks of himself. It refers to a person’s self-image .
2) “…has more, rather than fewer troubles.”?
while “ …has more, rather than fewer troubles” means that you expect fewer troubles but in face you get more than you thought you would.
3) struggle v to make great efforts
e.g. They have struggled for years to free their country from the enemy.
I’m struggling to finish the huge helping you gave me.
4)sunburnt adj sun-tanned
e.g. His sunburnt skin looks healthy.
5)super adj (infml) excellent; splendid
e.g. You’ll like her, she’s super.
You look super in your new clothes.
It was super of you to help.
6) expand v
(cause sth to) become greater in size, number or importance
e.g. Metals expand when they are heated.
Why not try to expand your story into a novel?
7)circulate v
(cause sth to) pass from one person, place, etc to another
e.g. People who circulate false news are to be blamed.
Yet reports of this kind have been circulated by our newspapers.
The news of the enemy’s defeat quickly circulated round the town.
7) equip v
supply sb/sth (with what is needed, for a particular purpose)
e.g. Now all fishing boats are radio-equipped.
They can’t afford to equip their army properly.
Please equip yourself with sharp pencil and a rubber for the exam.
9)export v
send(goods) to another country for sale
e.g. India exports tea and cotton to many different countries.
This company has a large home market but doesn’t export.
10) rid…of make sb/sth free from(sb/sth unpleasant)
e.g. We all wish that we would rid the world of famine.
The farmer recently tried to rid the house of rats.
11) lead… a life, live… a life
e.g. Now we are leading a happy life.
In the old days farmers led a terrible life in the country.
12) be satisfied with, be content with
e.g. The young lady isn’t satisfied with the peaceful life.
Are you satisfied with his answers?
13) would rather, prefer to
e.g. I’d rather walk than take a bus.
I’d rather you knew that now, than afterwards.
Step 5 Listening and Post-reading
At first, let students listen to the tape, and then finish the exercise in Comprehending. In Step IV and V, we have involved some questions in Exercise 3, so teachers can choose some questions to do. For Exx 1 and 2, teachers can leave some time for students to finish and then check the answers with the whole class.
Step 6 Summary and Homework
Today we talked about agriculture. And we also read about Dr Yuan Longping. We have known much about the great scientist. OF course we have learned some words and expressions about farming. Please try to grasp these words and expressions after class. Now please look at the poem on the screen:
Farmers weeding at noon,
Sweat down the field soon.
Who knows food on a tray,
Due to their toiling day.
Do you know it? Read it and say whot does it mean?
(It’s 悯农 written by Li Shen.)
The title is A HARD-WORKING FARMER. This is my gift to you. Please read it together. OK, hope you can remember it when you are having your dinners. Besides, I’d like you to think: even if Dr Yuan’s dreams come true, can this really solve the starvation? Why? This is the homework. Think it over. Next time I’ll ask some of you to give your opinion in the class. Another one is to finish the exercises in learning about Language. Exercise 1,2 and 3 are about useful words and expressions. Finish them.
The Second Period Words and Grammar
Teaching goals 教学目标
1. target language 目标语言
a. 词汇和短语
sunburnt, hunger, expand, circulate, struggle, export , output, satisfied , strain , rid ……of , lead a ….life, would rather , thanks to
b .语法
The-ing form as subject and object.
2. Ability goals能力目标
Enable students to master the usage of the words and expressions above and use the –ing form as subject and object correctly and freely.
3. Learning ability goals 学能目标
Help students learn how to use these words and expressions freely to express their ideas and use the–ing form as subject and object as they like. They can also practise actively and attentively do that they reach their goals
A. Teaching important points 教学重点
The usage of the important words and the-ing form used as subject and object .
B. Teaching important words points
How to use the words and expressions and the-ing form freely .
C. Teaching method
Explaining , discussing and practicing .
D. Teaching aids
A projector and a computer.
E. Teaching procedures & ways
Step 1 Greeting and revision
Free talk:
1. What’s your breakfast ?
2. When you are eating at the dinning-room, do you often find some food thrown away ?
Step II word study
A. Complete the exercise on the screen. Teaches shows the following in the screen
Complete the sentences with the words from the box in proper forms. Some
Words may not be used.
Sunburnt, strain, output , export , rid …of , would rather , increase , satisfied , super ,lead…a life , thanks to , struggle
1. With the development of science and technology china is ____ many kinds of electric products to developing countries.
2. Yao Ming plays basketball in NBA and he is a ____ basketball star.
3. _____ bad weather ,our football match has to be put off.
4. Now the old couple _____ simple but happy _____ in the countryside .
5. Judging from his ___ _face and arms , he works in the open air .
6. I’m very tired . I _____ have a good sleep than go to the cinema .
7. The ____ of corn this year is double that of last year .
8. We ____ wheat to Russia and import silk from Japan .
9. The basketball league _____ by adding four new terns .
10. The people _____ to get out of the burning building .
A few minutes later , the teacher may ask some students to read out their answers and give the Chinese meaning of each sentence . The teacher corrects any mistake and gives some explanations.
Answers to the sentences:
1. exporting 2.super 3.thank to 4. is leading a …life 5.sunburnt 6.would rather 7.output 8.export 9. was strained 10.struggled
B.Finish the Exx 1,2 and 3 on page 11.
Step III grammar
There are two tasks in this step. One is to do some explanations about the structure ; the other is to do some exercises in the discovering useful structures in page 12.
Task 1
A. The following sentences are from the text. There are some useful structures in them . Let students translate them and pay attention to these boldface words .
1…..,he cares little about spending the money on himself or leading a comfortable life . p 10
2.He also doesn’t care about being famous. P 10
3.His other hobbies include playing mah-jong ,swimming and reading .
p 10
4.Wishing for things , however , costs noting . p 10
B.Complete the sentences with the given words in proper forms.
1. Fancy Mary _____ (do ) a thing like that !
2. _____ ( take ) physical exercise every day is profitable to our health .
3. That is a matter of importance , it wants ______ ( handle ) carefully .
4. Her not _____ (come back ) made us disappointed .
5. I must apologize for ______ ( not let )you know ahead of time .
6. Mr Brown regretted ______ (beat ) his son.
Check the answers and correct mistakes if there is any and do some explanations at the same time .
Task 2
A .Do some exercises: Please do ex 2 on page 12. You are asked to rewrite the following sentences using the -ing form as the subject .
Ask some students to do them one by one .
B. Do Exercise 3. This time join the two halves to sentences.
C. Finish EX4 in page 13. Use the following phrases with the –ing form to describe a person you admire.
Teacher can give students four minutes to write a short passage by themselves and then ask one or two students to give their answers.
Step IV Using Structures
A. Finish Exercise 1 on Page 50. Check their answers with the whole class .
B. Exercise Now work in pairs or groups to finish this task.
Step V Homework
Finish all Exercises on Page 49.
The Third Period Extensive Reading
Teaching language
1.Target language
A 重点词语
mineral , reduce , organic , level , whatever , bacteria , refer to , year after year
B 重点句型
It also refers to crops growing with natural rather than chemical fertilizers. P13
Putting this in their fields, they argue, makes the soil……… P13
This is importing because developing a healthy soil reduces diseases …… P13
However, using chemical fertilizers is a big problem. P13
Firstly , leaving chemicals in the ground a long time is not good for ……… P13
Instead, organic farmers insist on changing crop every two or three years. P14
These put the minerals back into the soil, making it rich and healthy … P14
…make sure that what is left in the ground after harvesting becomes a …… P14
2.Ability goals 能力目标
Enable Ss to master the main idea of the text and know the ways of organizing articles.
3.Learning ability goals 学能目标
Help students learn how to enlarge the words and know the ways of the same topic.
A.Teaching important and difficult points
1． How to grasp the main idea of the passage.
2． How to grasp the words and phrases and be able to use them of the same topic.
B.Teaching methods
Show questions, read fast, find the main idea carefully and finish all the tasks.
C.Teaching aids
A recorder and a projector.
D.Teaching procedures & ways
Step I Greeting
Step II Reading
There are three tasks in this. Teachers can ask students to read the articles one paragraph by one paragraph. Ask them some questions about the passages. There are three paragraph in the article. In each passage, there are one or two questions. When students finish these questions, they will find that the structure of the text has turned up.
Task 1 : Questions about the text.
Show the questions on the screen:
1. what is the organic farming?
2. what is the advantage of using natural fertilizer?
3. what is the disvangtage of using chemical fertilizers?
4. what’s the main idea of paragraph 3?
5. why do farmers grow their crops in such ways?
Read the text one paragraph by one paragraph and answer the questions.
Task 2: Structure of the text
Look at the screen. This is the structure of the text. Read it and retell the text according
This is the structure of the text. Read it and text according to it.
Give students some time to retell the text by themselves.if time permits, teacher can ask some of them to read out his or her passage.
Task 3: Exercises on Page 14
Because some of the exercises have been involved in Step II, teachers can leave this part to students.
For Exercise 3, here is a simple:
Organic farming means crops growing with natural fertilizers instead of chemical ones. Yhe natural fertilizer which is natural waste from animals does good to soil. It makes the soil richer in minerals while chemical fertilizers damage the soil, leaving chemicals fertilizers in the ground for a long time and killing both helpful and harmful bacteria and pests. Organic farmers keep the soil rich and healthy by changing plants every two or three years, planting different crops in different layers and planting grass between crops to prevent wind or water from carrying away the soil.
Step III Listening and Language points
1. Listen to the text carefully and pay attention to meanings of the bold words and try to grasp the main idea of each paragraph.
2. Check the meanings of the bold words.
“refer to” means “mean”.
“minerals” means “substances that bodies needs in slight amount”. “Reduce” means “make smaller in number ”.
“Supply” means “something provided
“bacteria” and “poests” mean “microscopic organisms that exist in large number in air, water and soil and insects or animals that destroy plants”.
“level” means “layer”.
“whatever” means “no matter what” .
3. Do some explanations about some important words and phrases.
Show the following sentences on the screen:
1. reduce V make sth smaller in size, number, degree, price, etc
e.g.
This company tries to increase profits by reducing costs.
We have reduced expenses this year.
2. supply V give sb sth that is needed or useful
e.g.
He kept me well supplied with cups of coffee while I wrote the report.
The shop was unable to supply what she wanted.
In Britain milk is supplied to each house in bottles.
3. whatever pron any or every(thing)
e.g.
we will be grateful for whatever amount you cab afford.
Whatever I have is yours.
4. refer to V mention or speak of sb/st
e.g.
When I said some people are stupid, I wasn’t referring to you.
Don’t refer to this mater again.
5. year after year
e.g.
The villagers plant trees on the hill year after year
Step IV Further reading
Translate the sentences and pay attention to the boldfaced parts of each sentence.
1. It also refers to crops growing with natural rather than chemical fertilizers. P13
2. Putting this in their fields, they argue, makes the soil … P13
3. This is important because developing a healthy soil reduces diseases ... P13
4. However, using chemical fertilizers is a big problem. P13
5. Firstly, leaving chemicals in the ground for as long time is not food for… P13
6. Instead, organic farmers insist on changing crops every two or three years. P14
7. These put the minerals back into the soil, making it rich and healthy … P14
8. … make sure that what is left in the ground after harvesting becomes a … P14
Step V Reading on Page 51
A. Answer these questions:
1: What’re his ambitions or dreams?
2.What made him have such ambition?
3.How did he get his achievement?
4. How many suggestions did he give to farmers?
5. What’s his contribution?
B. Fill in the chart in Page 52.
After students finish the chart, check the answers.
Step VI Homework
To collect some information about the safety and importance of green food.
The Fourth Period Listening
Teaching goals 教学目标
By listening the materials, require the students to grasp the ways of listening and try to improve their listening ability.
1. Ability goals
Get the key words of each listening material, and then get the main ideas of theirs, so that students can catch the passage and realize the purpose of listening.
a. Change what they heard into their own thoughts and express them out in their language.
2. Learning ability goals
Help students get some skills in listening: First listening to get a general idea; second listening to find some key words and write down the required information; finally, check the answers.
A. Teaching important and difficult points
Train to get the key words by reading the questions before listening, understand the whole passage and then answer some questions about the text.
B.Teaching methods
Instruction and practice
C.Teaching aids
A tape recorder and a projector
Teaching procedures & ways
Step I Lead-in
Free Talk:
Where did you go over your weekend?
Step II Listening on Page 14
1. Teacher shows the following words and asks students to tell their meanings in Chinese.
valley competitor determined pour carrots cucumbers pumpkins attack
wildfire sigh solid
2. Listen to the tape for the first time, and get a general idea of the passage.
.
3. Listen to the tape again and fill in the chart in Exercise 1, page 14.
Show the answer chart on the screen for students so that they can check it quickly.
Farming Practices Mr Jone’s farm Mr Smith’s farm
Crops grown Carrots, cucumbers, pumpkins Carrots, cucumbers, pumpkins
Fertilizer Chemical Natural
Other plant nutrition Water Water
Results Empty inside Solid and healthy indise
4.Listen to the tape once again. This time we’ll finish Exercise 2 and 3.
Step III Listening on Page 48
Play the tape for three times. Ask students to finish the whole exercises And then check the answer with the whole class.
Step IV Listening on Page 50
This is an easy listening material. The purpose is to give students some information about early faming methods in different area of the world. What students should do is to read the descriptions on Page 50,and match them with the correct sites on Page51. listen twice.
Check the answers with the whole class.
Step V Summary and Homework
Today we mainly do some listening practice. Desert is expanding continuously, which makes us worried. As students we should pay more attention to the environmental problems. We should try to play our role in stopping our earth from becoming word please do more practice after class so as to improve your listening ability.
The Fifth Period Writing
Teacher goals
1. Target language
I would rather ...
I don't ...because ...
I'd prefer ...because ...
It's a great pity that ...
Should I/ we ...?
It's better to ...
This is good value because ...
If I have a choice I'd choose ...because ...
What is the advantage of ...?
You need to ...
2.Ability goals
To improve students' integrating skills. It helps students express themselves and develop an argument to try to persuade to believe that their ideas are correct.
3.Learning ability goals
Let students learn how to express themselves and write a clear and attractive poster to persuade to believe what they say.
A.Teaching important and difficult points
1. To understand what they read.
2.How to find reasons to persuade people to believe what they say. 3.How to write an attractive poster.
B.Teaching methods
Reading, speaking ,discussing and writing.
C.Teaching aids
A projector and a recorder.
D.Teaching procedures & ways
Step I Lead-in
There are three main tasks in these period.
1. Deal with the reading. Speaking and Writing on Page 15.
2. Do SPEAKING AND WRITING TASK on Page 53.
3. Finish TALKING on Page 48
Step Ⅱ Reading
1.This is the first step of Reading, Speaking and Writing. In the three steps, teacher should remind students the following: for reading, they should get the key words of the passage, in order to get a good understanding and make a good base for the writing; for speaking, they should attend to what they will do. Be careful not be off the point; for writing ,the most important thing is to practise writing using phrases, instead of the whole sentences. Give students a minute to read it and then show a chart on the screen to let them make sure the important points of this passage.
Advantage:
1. Healthy and safe
2. Free of chemical fertilizers
3. Grown away from industrial areas
4. Away from dirty water supplies Disadvantage:
1. People don’t know about the food and how good it is
2. More expensive than other food which is not so safe
Read Exercise 2 and then finish the task with the words and expressions below. Make sure that all that the students say is to persuade people to buy their food! So please don't be off this point. Give students some time to do this.
Step Ⅲ Speaking
Three minutes later, teacher can collect students' ideas. There are two kinds of ways to do this task. One is the seller's speech; he other is dialogue between two students. Students can choose either of them to practise the phrases below.
Step Ⅳ Writing
In this part the students should not use the whole sentences, using phrases or notes is OK. Ask students to read the instructions, and the example on Page 16 carefully. And then write down their poster.
Give students three minutes to practise. And give them enough help, if some of them need it. Three minutes later teacher can ask one or two pairs of students to-act out their dialogues.
Main heading
This explains that you sell green food.
Reasons to buy
1. ( one reason )
2. ( one reason )]
3. ( one reason )
4. ( one reason )
Why it is good value. Buy the best fruits here
We only sell green food in this shop!
Best choice at best price!
Safe, healthy, clean, fresh. Far away from any pollution.
1. No chemical fertilizer, all organic fertilizers
2. Clean air, clean water
3. No poison, no pesticides
4. Home in heaven
Healthy food means healthy life. Far away from diseases, without worries, full of happiness. ( one reason )
Step V Talking
The purpose of this task is to let students practice how to persuade others, using some useful expressions below the instructions. There are two points that students should pay attention to. One is that they must know what is the subject they will talk about; the other is that they should use the expressions to practice presuasive skill. So, there are two tasks to finish the talking. First, teacher should help the students to remember who is Leng Jianli and what did she do. Second, ask the students to practice.
the chart will give you more information about Leng Jianli. Maybe it is useful to your talking.
What Leng Jianli did
● Plant trees, bushes and other plants in the desert near her farm.
● Carry water from far away and take very good care of them.
● Have been working very hard for many years.
● Turn desert into farmland.
Read the instructions in Talking on Page 48.
Step Ⅳ Speaking and Writing Task on Page 53
If time permits, teacher can do the ”Speaking and Writing task on Page 53 in this period, or leave it as homework.
Sample writing:
A fish farm is a pond or cage in the sea where farmers raise fish. In this case farmers can help fish grow faster to be big enough. This summer holiday I'm going to visit a fish farm near Yingshan lake.
A fish farmer has to be careful when he keeps fish in a pond .He must keep the water of the ponds from becoming too dirty. He also is to keep fish very close together.
What I am most interested in is to feed fish. I think fish must be fed regularly--twice or three times a day. I enjoy the scene in which fish jump up to take food. Besides feeding, the other task I have to do is to try to stop fish being affected by disease. I understand that fish disease are a serious problem. If that happened, all the fish in the pond would die. So I have to examine fish for disease. If so,I have to give some medicine to the fish.
I imagine I'll be busy on a fish farm and have a good time.
Step Ⅶ Homework
1. Finish the Project on Page49 .
2. Summing up on Page 16.
The sixth Period
Teaching goals
1.Target language
Word and expressions of this unit.
2.Ability goals
Enable students to summarize what they learned and make a check by themselves.
3.Learning ability goals
Help Ss learn how to summarize what they have learned according to the instructions in the Summing up and Checking Yourself.
A. Teaching important and difficult points
How to review and conclude what students learned.
B. Teaching methods
Help students learn by themselves.
C.Teaching aids
A projector.
C. Teaching procedures & ways
Step I Exx on page 49
For Exx 1 and 2, teacher can show them the answer sheet, so that they can check the answers quickly. For Exercise 3, teacher can ask some of them to go to the blackboard to write down their translation. And then check them with the whole class. If there are some problems, teacher can ask student to discuss and give them some suggestions to solve them.
Step II Summary
1.Fill in the chart on Page 16 to sum up what we have learned in this unit.
SUMMING UP
Write down what you have learned about working the land.
We have learned about agriculture and deeds of Dr Yuan Longping. We also know what organic farming is and grasp how to express our ideas and write a poster.
From this unit you have also learned:
Useful verbs: expand export circulate rid…of reduce struggle equip
Useful nouns: hunger bacteria fertilizer mineral supply level
Useful adjectives and adverbs: super sunburnt satisfied fertile organic
Other expressions: would rather lead a…life refer to year after year
New grammer item: the –ing form used as the subject and object
Step III Project
As for project on Page 54.teachers can ask the students to choose three kinds of crops and refer to some books to find out where they are grown. Students may be asked to make a booklet after class and display it on the classroom wall for the rest of the class to enjoy. The contents of the booklet include if they can be grown in different climate and countries and where they cannot be grown.
Here are some information for them to refer to::
Cucumbers are grown for eating fresh or preserving as pickles. They must be grown in warm temperatures and full sunlight, and will not stand frost. Cucumbers mature quickly and are best suited to large gardens but can be grown in small areas if caged or trellised.
Cucumbers do best in loose, sandy loam soil but can be grown in any well drained soil. Remove rocks, large sticks and trash before preparing the soil. Leave fine pieces of plant material such as dead grass and small weeds. They will help enrich the soil when turned under. Spade the soil to a depth of 8 to 12 inches. This is about the depth reached by most shovels or spading forks. Turn each shovel of soil completely over so all plant materials are covered with soil.
Tomatoes are warm season plants requiring at least six hours per Temperatures are very important. Most varieties of tomatoes will not set fruit unless the average nighttime temperature stays above 55degrees. If nighttime temperatures are expected to drop below 55 degrees, protect the plants using a polyethylene film.
One of the most common problems with tomatoes is called blossom end rot which appears as a gray or dark leathery scar or rot on the blossom end of the fruit. It can also be caused by a lack of calcium in the soil. Another common problem of tomatoes is blossom drop. This can occur if nighttime temperatures drop below 55 degrees and plants are not protected. Germination and tube growth are so slow that the blossoms drop off before they can be fertilized.
Peas are a frost-hardy, cool-season vegetable that can be grown throughout most of the United States, wherever a cool season of sufficient duration exists. For gardening purposes, peas may be classified as garden peas (English peas), snap peas and snow peas(sugar peas). Garden pea varieties have smooth or wrinkled seeds. The smooth-seeded varieties tend to have more starch than the wrinkled-seeded varieties. The wrinkled-seeded varieties are generally sweeter and usually preferred for home use. The smooth-seeded types are used more often to produce ripe seeds that are used like dry beans and to make split-pea soup. Snap peas have been developed from garden peas to have low-fiber pods that can be snapped and eaten along with the immature peas inside. Snow peas are meant to be harvested as flat, tender pods before the peas inside develop at all. The Southern pea (cowpea) is an entirely different warm-season vegetable that is planted and grown in the same manner as beans.
Step IV Checking yourself
This is a chance for students to collect knowledge they have learned in this unit. Teacher can give the students some time to discuss it and then finish the questions in the chart. Doing this task can improve students ability of teaching by oneself.
Step V Homework
1.Preview the next unit
2.Show the students some English farming proverbs and ask the students learn them by heart:
He who does not rise early never does a good day’s work.
起床不早，一天的工作干不好。
Go to bed with the lamb and rise with the lark.
随羔羊就寝，与云雀同起。
A barley-corn is better than a diamond to a cock..
对一只公鸡来说，一颗麦粒优于一颗钻石。
The cuckoo comes in April, and stays the month of May; sings a song at Midsummer, and then goes away.
布谷鸟，四月来，五月一直在，仲夏唱歌，然后就离开。
Always take out the meal-tub, and never putting in, soon comes to the bottom.
取粮不储粮，桶底粮光光。
No mill, no meal
不磨面就没饭吃。
Unit 1 Women of achievement
I．单元教学目标
技能目标Skill Goals
1．to talk about some women of great achievement, their experiences, and their special qualities.
2．to practise describing people Describe people from their life, personality and character
3．Revision of Word-formation: noun suffix
4． Revision of Subject-verb agreement
II． 目标语言
功 能句 式 Describing people
What does she look like? What do you think about ...?
Why do you admire her? How would you describe her?
Why did she choose to ...? What are her strengths?
What are her weaknesses? How do her friends describe her ?
词
汇 1. 四会词汇
achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, communication, strike, upon, article, explain, rate, medical, kindness, consideration, deliver, modest, considerate
2. 认读词汇
Elizabeth Fry, Quaker, Nobel Peace Prize, China Welfare Institute, Jane Goodall, chimp, Jody Williams, landmine, Joan of Arc, Gombe National Park, specialize, career, determination, personality
3. 词组
devote ... to, look down upon/on, care for, deliver a baby, chosen career, be busy in doing sth, catch one’s eye, cut the death rate down, keep the baby clean and healthy, be intended for, carry on
语
法 Word formation: Noun Suffix
Subject-verb agreement
1. Our group are all going to visit the chimps in the forest.
2. Our group includes six boys and five girls.
3. Nobody before has fully understood chimp behavior.
重 点 句 子 1. Watching a family of chimps wake up is our first activity of the day. P2
2. Everybody sits and waits while the animals in the group begin to wake up and move. P2
3. But the evening makes it all worthwhile. P2
4．It struck me like lightning how difficult it must have been for a woman to get a medical training so long ago when women’s education was always placed second to men’s.
难
句 1. Only after her mother came to help her for the first few months was she allowed to begin her project. P2
2. For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P2
3. ... it must have been for a woman to get a medical training so long ago when women’s education was always placed second to men’s. P6
4. But it was not her success at university that had made her famous.
Teaching key points and difficult points:
1. To revise something about great women.
2. To review the use of the Subject-verb agreement.
3. To master some words and expressions.
Teaching plans: 4 periods
第一课时：话题词汇及及开展同类文章的课外阅读，进一步提升这一类文章的阅读技能。
第二、三课时：单元词汇及重点实用句型
第四课时：课堂检测及单元语法
Part 1 Vocabulary for the topic
Step 1 Revision
How many words can you remember for one’s quality?(供参考)
ambitious 有雄心壮志的 considerate 体贴的 cooperative 有合作精神的
creative 富创造力的 devoted 有献身精神的 energetic 精力充沛的
dependable/ reliable可靠的/可信赖的 enthusiastic 充满热情的
well-educated 受过良好教育的 hard-working 勤劳 humorous 幽默的 independent 有主见的 knowledgeable 有见识的 loyal 忠心耿耿的
just 正直的 learned 精通某门学问的 painstaking 辛勤的，苦干的，刻苦的 qualified 合格sincere 真诚的 strong-willed 意志坚强的
sweet-tempered 性情温和的 tireless 孜孜不倦的outstanding 杰出的
Step 2 Warming up
Margaret Thatcher, Prime Minister of England, was Britain’s first female prime minister, and first British prime minister in the twentieth（twenty） century to win three consecutive terms. A lawyer Margaret first entered Parliament in 1958, eventually serving (serve) in a variety of ministerial posts. In 1974 she was elected (seclect) leader of the Conservative Party, and brought her party to victory in 1979. Espousing（supporting） conservative ideals of based on free enterprise, she advocated public spending cuts, limited money supply, and raised interest rates. Her privatization programs led to union opposition, labor unrest, and high unemployment rates. She earned the nickname “The Iron Lady” because of her hard line against the USSR over their invasion of Afghanistan(阿富汗), and because when Argentina challenged Britain’s right to the Falkland Islands, she went to war. In 1990 she resigned her prime minister, although she stayed in Parlisment until 1992.
Step 3 Discussion
1. Do you think women are as important and equal as men? Why?
(Yes, I think so.) Men and women are born equal, also women are as important as men. All the time, women have been working very hard for their equal rights. And now they are playing a more and more important role in the society. As a Chinese saying goes, “Women can hold up half of the sky”. However, things are not always going on well. For example, British women are increasingly taking managerial roles but are still being paid less than men, according to a survey published on the Internet, while another said working mothers felt overworked and undervalued.
2. What kind of a woman do you think is a great one?
As great women, they don't care for themselves at all, and at some point or rather, they must give some sacrifices, just like Lin Qiaozhi, she devoted all her life to medical work for Chinese women and children and had chosen not to have a family of her own. Instead, she made sure that about 50,000 babies were safely delivered to their mothers. Not all people can do this. Once they have chosen their careers, they would carry on with them without any withdrawal(撤退). /they will devote all their lives to the work or experiment they are interested in. Though they may suffer a lot, they will never lose heart. What they did is encouraging thousands of people to continue their careers. Those who are only famous but not great can't be matched.
In a word, determination, devotion, unselfishness and love for others may be what great women have in common.
3. Is it easier or more difficult for a woman to be successful? Why?
I think it’s more difficult for women to be successful because women are treated to be weaker than men both physically and mentally. In modern times, many families in the countryside prefer boys to girls. Women are still looked down upon. As a result, women’s education is not paid enough attention to, which makes them have more difficulties on their way to achieve their dreams. What’s worse, women are often allowed to behave as they like. They often limit their lives and roles at home because since a long time ago the kitchen has been the place which belongs to women whose duty seems to focus on their housework, only to look after husband and children.
As a matter of fact, women are as clever as men. What’s more, women are more diligent and tolerant. Take Jane Goodall for example, she spent forty years helping change the people’s attitude towards animals and achieved everything she wanted to do. So I believe that women are sure to make a great difference as long as they keep trying.
Step 3 NMET- linking
高考阅读理解 07重庆C、07山东 C、06（附加高考完型填空实战演练）
Part 2 Reading
Step1 Practice
Ⅰ. 按要求写单词巩固练习：(活学活用名家)
1. 注意，观察 v. observe n. observation observer
2. 尊重，敬重 v. respect a. respectful respectable
3. 考虑，细想 v. consider n. consideration
(show / give consideration to sb./sth. 体谅/考虑某人（某事）
a. considerable considerate
4. 组织 v. organize n. organization organizer
5. 行为，举止 v. behave n. behaviour
II. 重点词组 （见 《名家指路》P112 ）
Step 2 词语辨析
1. condition, state, situation,
You could get into a situation where you have to decide immediately.
They were silent a long time, in a state of painful hesitating and doubt.
他们处于一种痛苦的踌躇与疑虑状态中，长时间的相对无语。
The present situation calls for entirely new measures.
I’ve had no exercise for ages; I’m really out of condition.
1) situation “形势，状况，事态”，较狭义指某一时间由各种情况造成的“处境、形势”
2）state指人和事物所处的“状况，状态”（= condition ）, 此外，还表示思想、情感、心理等状态。
3) condition 指条件、情况、状况, 其单数指人或物所处的状况； 还常着重于一定原因或条件造成的状态，如人的健康状况。物的完好程度，设备的可用性等，其复数指一般，笼统的情况。
2. argue, quarrel, discuss, debate
Have you discussed when you will start the project?
They were quarrelling with each other about whose trrn it was to cook the dinner.
The subject was hotly debated last year.
He argued that this experiment could be done in another way.
1) argue 重在就自己的看法、立场提出论证说理，以説服他人。
2) quarrel 重在为琐事而进行的争吵
3) discuss 重在交换意见，进行讨论，不含有説服对方的成分。
4) debate 重在正式场合，和意见对立的一方进行全面、彻底的辩论，重在各述理由，双方交锋。
3. inspire，encourage
He encouraged me to apply for the job.
This poet was inspired by natural scenery and wrote many great poems.
encourage用作“鼓励、激励”时，相当inspire；但encourage时普通用语，重在信心鼓励；而inspire较正式，重在行动和启发灵感。
4. spend, cost, take, pay, pay for
Making experiments like this costs much time and labour.
It took me ten mintes to go to the post office.
You’ll have to pay me ten dollars a week for your meals.
It cost him ten years of work.
He spent much money in buying a new car.
1) spend 主语时“人”，宾语可是钱、精力或时间等，常是spend … on sth. , spend … (in) doing sth. ，不可以带不定式。
2) cost, 主语时物或事，表示“费用，耗费”，后接life, money, health, time 等，着重于“花费”的代价。
It costs you 12 pounds to go to London by ship.
（注意：cost 后不能与具体的时间长度连用，只能与表示抽象概念的时间短语连用。如：some time, much time, ten years of hard work等。）
3) take, 表示“花费”时，其主语一般时“事”，有时主语可时人，说明事情完成”花费了…”
Going to the post office took me ten minutes.
The productor took two years to make the film.
( take … to do侧重完成该动作花费的时间，而spend … doing sth. 有时并不说明动作的完成。)
4) pay (sb money) for的宾语是“物，事”，for 表示支付的原因。
Step 3 Important sentences
1.Watching a family of chimps wake up is our first activity of the day.
2. It struck me like lightning how difficult it must have been for a woman to get a medical training so long ago when women’s education was always placed second to men’s.
3. This means going back to a place where we left the chimp family sleeping in a tree the night before.
4. Only after her mother came to help her for the first few months was she allowed to begin her project.
5. It was a small book explaining how to cut the death rate from having and caring for babies….
6. But it was not her success at university that made her famous.
重点句子拓展：
1. Watching a family of chimps wake up is our….. 今天我们的第一件事是......
动名词作主语, 主语是由不定式、动名词、从句构成的，谓语动词采用单数。
Working with you（与你一起工作） is pleasant. Seeing is believing. 眼见为实。
2. 第一个it 在此处作为形式主语, 真正的主语为how引导的从句。 第二个it代替动词不定式for a woman to get a medical training。当真实主语由动词不定式、动名词或从句表示时，常用it作形式主语。
It is necessary for us to have some exercise every day.
每天做些运动对我们来说是很有必要的。
3. 由定语从句修饰的place做go的宾语, leave +宾语+doing/adj. 让…保持某种状态或做某事 eg. His illness has left him weak. 他的病使他身体很弱。
They went off and left me sitting there all by myself.
他们离开了，留下我独自坐在那里。
5. It was a small book explaining…
a. explaining为-ing形式作定语，修饰book。-ing形式作定语常表示与谓语动词同时的行为，相当于谓语动词为进行时或一般时的定语从句，有时也可以表示一个与谓语不同时的行为。例如：
Who is the man sitting (sit) in the corner? 坐在角落；的那个人是谁？
Women caring (care) for patients in hospitals are called nurses.
医院里照料病人的妇女叫护士。
b. explain后接名词、代词、从句、wh-+to do作宾语。explain不能跟双宾语结构, 只能说explain sth. to sb.或explain to sb./ sth.
He explained to us how to use the computer.
Assignment
1. Finish the exercises in our reference book.( <名家指路>P114)
2. Translate the following sentences
1) 他全身心帮助艾滋病患者。He devoted all his time to helping people with AIDS.
2) 我们必须关心环境保护。
We must concern ourselves with environmental protection.
3). 他老是和妻子为如何花钱而争吵。(argue)
He is always arguing with his wife about how to spend money.
4) 努力改善这个工厂工人们的劳动条件是值得做的事。(worthwhile; condition)
It is worthwhile to improve the working conditions for the workers of this factory. (It’s worthwhile doing/to do sth. be (well) worth doing... 值得做...... be worthy of being done/to be done 值得被做)
5) 她的精神鼓舞了许多人将他们一生都奉献给自己的事业。(inspire, devote… to…;career)
Her spirit inspired many people to devote themselves to their own career.
6) 她不喜欢被人看不起。( look down upon )
She doesn’t like being looked down upon.
7) 我迫不及待地想拥有自己的电脑。 (can’t wait to do sth.; of one’s own)
I can’t wait to have a computer of my own.
Part 3 Grammar
Subject-verb agreement
主谓一致：指句子的主语与谓语动词在人称和数的方面的一致关系，该关系遵循以下原则：
1） 语法一致原则：主语的中心词和谓语动词在单，复数形式上的一致
a. 以kind, type, pair, piece等与of构成的短语作主语时，谓语与of前面的名词保持一致
eg. Machines of this new type are made in Wuhan.
b. 主语后有as well as, but, except, other than, rather than, besides, (together)with, including, along with, like, in addition to等引导的短语时，谓语与这些词前面的主语保持一致
eg. No one but your parents was there then.
You, rather than him, are to blame.
c. 以to do, v-ing或从句作主语时，谓语一般用单数形式。(what 引导的主语从句后的谓语动词也可根据系表结构中表语名词的数来决定。)
eg. Skating in winter is great fun.
What I saw in the room was/were two chairs.
2) 就近原则：谓语动词的单复数取决于最靠近动词的名词或代词。
a. 由not only…but also…, either…or…, neither…nor…,…or…,not…but…等连接的并列主语，谓动通常依据就近原则。
eg. Either you or I am mad.
Neither I or you have passed the exam.
b. 在there be句型中，主语为并列成分时，谓语常与紧靠的那个部分一致。
eg. There is a book and two pens on the desk.
There are two pens and a book on the desk.
3) 意义一致原则：主语和谓语动词的一致关系取决于主语的单复数意义。
a. 以“all, half, most, part, percent, some, lot of, the rest, the last, the remainder，mojority等 +of+名词”构成的短语作主语时，谓语与of后的名词保持数的一致。
eg. The rest of money belongs to you.
The rest of the students were not interested in the poems the teacher taught.
About three-fourths of the earth’s surface is covered with water.
Three-fifths of the workers here are women.
b. 有生命的词，如cattle, police, people等做主语时，谓语动词常用复数。无生命的词，如machinery(机械），goods(商品、货物）等做主语时，谓动用单数
eg. All the machinery in this factory is made in China.
c. “the+形容词/过去分词”表示一类人或事物时，谓动用复数；若指某一抽象概念，则用单数。
d. 表示时间、距离、金额、重量、计量、空间、体积等意义的名词做主语，谓动常用单数。
eg. Ten miles is a god distance.十英里是一个相当的路程。
e. audience, class, crowd, committee, family, team, group, army, police等做主语时，如指整体，谓动用单数；如指全体中的每一个成员，谓动则用复数。
eg. The football team is being recognized.
The football team are having baths and are coming back here for tea.
另外，every... and every ...; each ... and each ...; no ... and no ... 等短 语中and连接的单数名词, 整个短语在句中作主语时, 谓语动词常使用单数。
Eg. Each man and each woman is asked to attend.
many a, more than one, one and a half与单数名词组成的短语, 谓语用单数。 Many a boy has seen it. 许多孩子都看到了。
2. 在下列情形，动词的单、复数取决于主语的意思：
用法 例句
1 N and N + 单数动词 →
表示同一人物或观点 A poet and novelist has visited our school.
一位诗人兼小说家参观了我们学校。
N and N + 复数动词 →
表示不同人物或观点 A poet and a novelist have visited our school.
一位诗人和一位小说家参观了我们学校。
2 class / family / audience... + 单数动词
→ 表示整体 His family is a big one.
他的家族是个大家族。
class / family / audience... + 复数动词 → 表示个体 His family are all well.
他的家人都很好。
3 a. The + adj. + 单数动词 →
表示“抽象概念或品质” The beautiful is the true.
美就是真。
b. The + adj.+ 复数动词 →
表示该类全体（指人） The rich are not always happy.
有钱的人未必是快乐的。
Exercises:
一， 请用括号内所给动词的正确形式填空：
1. Every boy and every girl likes(like) the film star.
2. Not only the students but also their teacher is(be) enjoying the film.
3. --Where are (be) my glasses?
-- There is (be) a pair of thick glasses.
4. Three fourths of the workers in the factory are(be) women.
5. She is the only one among the women writers who writes (write) stories for children.
6. Many a comrade has (have) that of opportunity.
7. Neither of us has (have) gone through regular training.
8. The last and most difficult lesson is (be) Lesson14.
9. Something_has(have) been done to end the strike.
10. The number of the students is(be) 60 and a large number of them have(have) been invited to the party.
11. A library with five thousand books is offered to the nation as a gift.
12. Not only I but also Jane and Mary are tired of having one examination after another.
13. “News of victories keeps pouring in as our army advances,” the company commander said.
14. Zhang’s family is rather big, with twelve people in all. Yesterday the family were having dinner when I called.
15. Nobody but Jane knows the secret.
16. When and where to build the new factory is not decided (decide) yet.
(由how and why, when and where引导的从句做主语时，谓动仍用单数。)
17, What I say and think are (be) none of your business. (在what从句所引导的”主系表“结构中，若从句中具有两个以上的动词，主句中谓动应用复数)
18, In that country, the rich become (become) richer and the poor poorer.
19, The useful is (be) not always the beautiful.
基础写作： 新华网北京12月27日电 巴基斯坦前总理、巴人民党领导人贝娜齐尔布托(Bhutto)27日在首都伊斯兰堡邻近的拉瓦尔品第市举行的竞选集会上遇袭身亡。现就以下信息写一篇关于这位伟大女性的短文。
【写作内容】 1953年生于卡拉奇一个高级官员家庭的贝.布托在政治斗争中所表现出的勇气和信心是令人称道的。她是巴基斯坦第一位女总理。她在巴基斯坦完成早期教育后，进入哈佛大学和牛津大学深造。她曾于1988年和1993年两度出任巴基斯坦总理。不幸的是，在她的政治生涯中，她曾多次入狱和被迫流亡到其他国家， 时间长达6年之久。然而，她一直致力于从教育、卫生、社会福利等方面，使她赢得了“铁蝴蝶”的称号。
参考词汇： 巴基斯坦总理 Pakistani Prime Minister 高级官员a senior official
卡拉奇 Karachi 流亡 exile 社会福利 welfare
Born in a family of a senior official in Karachi in 1953, Bhutto, former Pakistani first female prime minister, was famous for her courage and confidence in the political struggle. After completing her early education in Pakistan, she was admitted to Havard Univesity and Oxford University for further study. She used to be elected as Pakistani Prime Minister in 1988 and 1993. Unfortunately, during her political career, she was put in prison and forced to exile to other countries for several times, which was up to 6 years. However, she devoted all herself to education, health and welfare, which earned her a nickname “The Iron Butterfly”.
短歌行四(人教版高一必修) 教案教学设计
【时间】 2006年12月1日上午第二节
【班级】 &&&&高一（1）班
【执教】 ％ ％
【课型】 新课程观摩课
【三维目标】
一、知识与能力
1、了解汉魏晋诗歌的基本特征，体会曹操诗歌慷慨悲凉的风格，感悟诗人的思想感情，感受诗歌政治性与抒情性相交融的艺术特征；
2、提高学生的古诗词鉴赏能力，培养学生穿透诗文把握文章内涵的能力，丰富学生的'文化积淀。
二、过程与方法
反复诵读，疏通诗意；小组合作，讨论鉴赏。
三、情感态度与价值观
体会一个政治家身处**时代的人生感受及求贤若渴的情怀，教育学生自觉珍惜时间，树立远大志向。
【教学重难点】
1、体会诗人曲折表达自己渴望招纳贤才以建功立业的心情。
2、运用典故及比兴手法表达感情的技巧。
【教学方法】
1、诵读法:反复诵读,逐步加深对诗意的理解
2、点拨法:以点带面,抓住关键诗句进行点拨
3、合作探究：设问质疑，自主学习
【课时安排】 一课时
【教学步骤】
一、创设氛围，导入新课
有句公益广告语说得好：“心有多大，舞台就有多大。”说的是一个人要想成就大事业，就必须有远大的目标和开阔的胸襟。在中国历史上，曹操是一个具有远大目标和开阔胸襟的人吗？从电影、电视剧和文学作品中，我们了解的曹操是一个怎样的人呢？
学生活动：自由谈论对曹操的印象
教师引导：有道是“文如其人”。让我们从曹操的诗文中感受一下，他到底是一个怎样的人。板书课题、作者。
二、诵读与感知
学生活动：反复诵读全诗，互相点评。齐读一遍。
教师点拨：板书疑难字词，提醒注意其形、音、义。
互助学习：分组疏通诗句意思，并提醒同学积累语言。
三、对话作品
合作学习：
①、你认为本诗的诗眼是哪一个字？简述理由。
②、作者“忧”什么？为什么“忧”？
③、从课文哪些地方可以看出，曹操不是一个心胸狭窄的人？据此从整体看，本诗抒发了怎样的情感？
成果展示：学生分组讨论，筛选原文语句，自主得出答案并展示。
拓展延伸：同学们还能从曹操的其他诗作中找到论据，印证“曹操不是一个心胸狭窄的人”吗？
四、梳理探究
本诗运用的最突出的技法是用典和比喻。
教师点拨：什么是“用典”？
布置研讨：
①、诗歌中哪些句子用典？运用什么典故？表达了怎样的意思？②、哪些句子运用了比喻手法，有什么好处？
学生活动：研讨探究，合作学习，自主解决以上两个问题。
五、课堂小结
六、布置作业
①、背诵并能默写本诗以及曹操其他诗歌中的名句。
②、课后讨论：诗中作者说“何以解忧？唯有杜康”，表示要“借酒解忧”，这是否显得太消极？结合其他诗歌中有关“酒”的描写的诗句谈谈自己的看法。
