以下是小编为大家准备的新课标 Book 6 unit 1 Art(新课标版高二英语选修六教案教学设计)（共含17篇），希望对大家有帮助。同时，但愿您也能像本文投稿人“Hannah”一样，积极向本站投稿分享好文章。
Teaching plan
I. 单元教学目标：
1． Talk about art and galleries
2． Talk about likes and preferences
3． Learn words in families
4． Use the subjunctive mood
5． Writer a letter to give suggestion
II. 目标语言
1． 功能句式。
Talk about likes and preference:
I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…
2. 词汇
abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…
3. 语法: the subjunctive mood
if I were you…./ I wish I could…
4. 重点句子
1. there are so many different styles of western art it would be impossible to describe all of them in a short text.
2. people became focused more on human and less on religion.
3. if the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures.
4. at the time they were created, the impressionists’ painting were controversial but today they are accepted as the beginning of what we now call “modern art”.
5. it is amazing that so many great works of art from late-19th century to 21st century could be contained in the same museum.
III. 教材分析。
本单元一ART 为主题，主要介绍了西方绘画监视，描写了曼哈顿最好的艺术长廊。帮助学生了解更多的有关美术的背景知识，分析中西艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方的绘画艺术进行比较。
1． Warming up 部分要求学生运用相关目标语言对自己喜欢的艺术形式和流派展开讨论，并说明喜欢的原因。
2． Pre-reading 让学生有关画展或书中的艺术作品以及西方不同时期的著名画家。
3． Reading 介绍了西方绘画监视，不同的艺术流派，艺术特点及其代表性的画家和作品。
4． Comprehending要求学生在理解课文的基础上，写出三件有关西方艺术史的事并西方艺术分割变化大的原因。
5． Using language 是由reading, listening, discussing and writing 四部分组成，要求学生在了解艺术长廊相关知识的基础上，为当地举办的一场画展提出合理化的建议。
IV．课型设计与课时安排
Ist period reading
2nd period language point
3rd period grammar
4th period listening and talking
5th period using language
6th period speaking and writing
分课时教案
The first period reading
Teaching Aims:
Help the students to talk about the short history of Western painting.
Difficulty and importance
Enable the students to talk about their opinions about different styles of Western art.
Teaching methods:
Skimming and Scanning ;individual, pair or group work; discussion.
Teaching aids
A computer and a projector, a recorder, and some famous paintings.
Teaching Procedures
StepⅠ Warming Up
1. Show some paintings to students to put forward the topic ---paintings
2. let students discuss some familiar Chinese painters and their paintings and a famous painting of Leonardo da vinci.
3. Match some new words in column A with the correct English meanings in Column B.
A B
b. abstract
c .existence
d. detailed
e. religious
f .traditional
Step II : reading
1. scanning :
Read the passage as quickly as you can to find out the answers to the questions on the screen
1What were the artists interested in from 5th to 15th century AD?
2How did Masaccio paint his paintings?
3Why did the impressionists have to paint quickly?
2. careful reading
deal with exe.2 on page 3
do five questions to check students understanding.
go through the passage and analyze the characters of each period.
Now that we have learned the passage , an you tell me :what is the writing style of the passage?
How about its writing characteristic?
StepⅦ Homework
1Underline the time expressions in the reading passage.
2Retell the passage with the help of the chart about the text.
3Disscuss the questions in Ex 3 on page 3.
The 2nd period
Teaching Aims: words and expressions
Difficulty and importance: new words
Teaching methods:
Teaching aids
A computer and a projector
Teaching Procedures & ways
StepⅠ
Art is influenced by the way of life and beliefs of the people.
艺术受人们生活方式和信仰的影响。
He is interested in the beliefs of the Christian Church.
He has lost his belief in god.
The story of his miseries is beyond belief.
1我们有相同的政治信仰。
We share the same ______ _________
2我非常信任医生。
I have_______ _______ in doctors.
Consequently, this text will describe only a few of the main styles.
因此，本文仅介绍其中主要的几种风格。
The bank refused to help the company; consequently, it went bankrupt.
She overslept and, consequently, she was late.
consequently adv. =as a result ,therefore
adj. consequent
It rained that day and___ the baseball game was called off.
(however, still, consequently, so)
A. As a result of her mother’s illness, she left school.
B. Her mother became ill; ______________ she left school.
During the Middle Ages, the main aim of the painters was to represent religious themes.
中世纪，画家们的主要目的是表达宗教主题。
aim
take aim at 瞄准
Ex.
1这些措施旨在削减政府的开支。
These measures are ______ _______ government costs.
2他没有瞄准就开枪。
He fired _______ _________.
3他的人生没有目标。
He has________ ___________ in life。
In the Renaissance, new ideas and values took the place of those that were held in the Middle Ages.文艺复兴时期，新的观点和价值观取代了中世纪人们坚持的观点和价值观。
value n .价值观
v.重视，估价
价值观pl. values to be of value 有价值
1他的意见没有价值。
His opinions are_____________________
2她重视你的忠告。
She ___________________________
3那幅画被估计为一万美元。
The painting was ____________________ $ 10 000.
People became focused more on humans and less on religion.
人们变得多关心人，少关心宗教。
Focus your attention on your work.
focus on sth. focus sth on sth.
focus on 集中精力，注意力 =concentrate on
focus on无宾语时，focus on
Ex.
We must focus on this question.
We must _________________ this question.
他的目光集中在她身上。
His eyes __________________ her.
focus on 聚焦于，使…成为兴趣的焦点
我要把镜头对准那儿的一群重要人物。
所有的目光都集中到他的身上。
They paid famous artists to paint pictures of themselves, their houses and other possessions.他们雇请著名艺术家来画他们，及他们的住宅和其他的财产。
possession n.
1私有财产 [c]
2占有，拥有 [u]
sb in possession of 某人拥有某物
sth in the possession of 为某人拥有
When her father died, she came into possession of a large fortune.
The people had to gather up their few possessions and escape to the hills.
1那幢房子为我所有。
The house is_____________________________
2他已经失去全部财产。
He has lost______________________________.
When people first saw his paintings ,they were convinced they were looking through a hole in a wall at a real scene. 人们初次看到他的作品，认为是通过在墙上的一个小孔看到了真实的场景。
他使我确信他的真诚。
He convinced me of his sincerity.
你的错误使我确信你没有学习功课。
Your mistakes convinced me that you hadn’t study your lesson.
convince vt. 使确信
convince sb. of sth convince sb. that
be convinced of sth be convinced that
1我们说服她搭火车去。
We__________ her_____________ by train.
2她试图使我们相信她的清白。
She tried to ______________her innocence.
attempt vt. =try
attempt to do/doing=try to do /doing
attempt
The third period
Teaching aims:
Help the students to use the subjunctive mood correctly in different situations.
Difficulty and importance
Enable the students to use the correct form o f of the subjunctive mood
Teaching methods:
Summarizing, comparative method; practicing activities
Teaching aids
A computer and a projector
Teaching Procedures
StepⅠ Presentation
1. explain what is subjunctive mood.
Step II
Divide the subjunctive mood into several situation: uses in condition clause, in object clause,
In each part it will:
first Let students to make sentences in a certain situation: if you won the lottery what would you do?
second show some pictures to let students make sentences with subjunctive mood.
Third do some exercises.
Step III
Explain some mistakes easy made.
StepⅣ Consolidation
Ex.1----4 in using structures on page 43.Then check the answers.
Prepare for the Listening and Talking on page 41.
StepⅤ Homework
Prepare for the Listening and Talking on page 41
The fourth period listening
P7 P41 P44
Task1
Do some listening practice on page 7,
StepⅠ Listening
Listen and answer the questions in Exercise1&2
Answers2: 1John.2Susan. 3He wants to see the exhibition of Chinese art.4Small galleries. 5It is big, crowded and too expensive.6Modern art. 7The Frick collection and the Metropolitan Museum on Friday and the Whitney and the Guggenheim on Saturday.
StepⅡ Discussion
So far, we have learned some knowledge about the art. Let's talk about how to express likes and preferences. Let's see some sentence structures. Discuss the questions on page 41
Look at some sentences structures :
I ’d prefer…
I ’d rather…
I’d like…
Which would you prefer…?
I really prefer…
Would you rather…?
Would you like…or
Sample dialogue 1
S1: Who are your favorite Chinese artists?
S2: I’d prefer the Chinese famous painter Qi Baishi, who is a master of traditional Chinese realistic paintings. He is good at combining two kinds of techniques: traditional Chinese realistic painting and freehand brushwork in traditional Chinese painting.
S1: Would you like any western artists?
S2: Yes, of course. I prefer the Italian artist Giotto di Bondone. He is well-known for his rediscovery of the third dimension
Sample dialogue 2
S1: Which style would you prefer, two –dimensional or three-dimensional?
S2: I prefer two-dimensional style. My favorite art style is photography. My ideal is to be a photographer. Images and information can be presented to thrill and inspire people.
S1: I’d rather like three dimensional style. I like pottery very much
Sample dialogue 3
S1: There are many kinds of folk arts in China, such as paper cutting ,kites, jade and other stone carvings, etc. what kind of Chinese art do you like best?
S2: I enjoy paper cutting very much. The crafts use simple materials.
S3: I’d rather like clay figures. Chinese folk artists use simple and cheap materials to make small and delicate handicraft. Clay figurine making is a unique folk handicraft of China.
Task 2:
Do some listening practice on page 44.Keys
1 What about visiting some art galleries?
3There’s even a section on Chinese art .I’d like to see that.
4 Well, the Frick Collection is quite small, and it has a beautiful garden.
5 Oh no. It’s too big and crowded.
6 Modern art! Do we have to ?I’m not very fond of that stuff. A monkey could have painted better pictures than some of those paintings.
7 Metropolitan stays open until 8:45 on Friday evenings.
7 ...They ‘re quite close together. The Guggenheim stays open till late on Saturdays...
2 Listen again and then answer the questions.
P41
3 book 1vase
4wall hanging 2paints and brushes
P41 2
1Xiao Wei. 2It was too expensive.
3Mrs Hang would probably have known What to get Mr Wang.
4At first he liked the book but later he thought the wall hanging would be the best.
5I think they will probably get the wall hanging because the others seem to respect Wang Pei’s opinion. Also, they know Mr Hang likes that type of Wall Hanging.
P44 Listening task
1 discuss :In what period do you think they were?
2Listen to the tape: Number the artworks 1---6 to show the order in which Zhang Lin talks about them.
3 5 2
6 1 4
Learn new words pottery陶器
Buddhism 佛教 Architecture 建筑
Brush strokes 绘画的技巧 Typical 典型的 Technique 技巧，手法
Answer key for Ex.2
15000-3000BC 2First century AD Tang Dynasty 4Yuan Dynasty 5 20th century
6 20th century
Key for Ex 4
1Painted pottery.
2Religious theme, organized system of drawing focused on the use of brush strokes.
3The traditional style that is practised even today was well developed .Pictures of human figures, animals and everyday life were popular during the Tang Dynasty.
4Pictures of human figures and still life became popular. Scenery did not look realistic with a particular part of the scenery enlarged/focused on.
5& 6
Painters have become influenced by Western art, both abstract and realistic art painted.
The 5th period using language
具体见课件
The 6th period speaking and writing
Teaching Aims:
Help and Enable the students learn how to talk about environment.
Help the students learn how to write a letter asking for permission.
Difficulty and importance
Teach the students learn how to write a letter asking for permission
Teaching methods:
Fast reading; careful reading; discussion
Teaching aids
A computer a projector, and a recorder
Teaching Procedures & ways
StepⅠ Reading Task
Here is a letter on page 45 from a group of students who would like to make their school more attractive.
Fast reading
1Why do they become worried?
2What do they hope the headmaster to do for their project?
Careful reading: suppose you were the president of the high school council and you received the letter. prepare to make notes for a report about the letter, filling the blanks on page 46
Some tips about how to make notes
Just write down some key words
Use words or phrases
Omit the small words like prepositions
Letter from____________________________
Asking for______________ and____________
Reason ______________________________
Their plan: 1___________________________
2___________________________
3___________________________
Work will be done by :___________________
StepⅡ Speaking task
Ask the Ss to discuss how to improve the environment of our school in fours, then speak out.
A: planting more trees, grass and flowers, a beautiful garden, not pick the flowers and stamp the grass
B: not throw litter, pick the rubbish, throw it into a dustbin, collect waste paper and bottles for recycling.
C: keep the schoolyard or classroom clean, not draw pictures on walls, not carve names on the trees or desks and chairs
D: make our school a non-smoking place
In all, if everyone makes contribution to protecting the environment, the world will become much more beautiful. If all Chinese care about the environment, I ’m sure China will become one of the most beautiful countries in the world
StepⅢ Writing task
Write a letter to the headmaster of the school asking for permission to improve the environment of the school. While writing, refer to the instructions in WRITING TASK.
A sample letter:
Dear Mr. Wang,
As you know, our school used to look like a beautiful garden with green trees and many kinds of flowers in our schoolyard all year round. But great changes have taken place since a
chemical work was built near our school two years ago .It produces poisonous gases and pours a large amount of waste water into the river. The terrible pollution has done great harm to students and teachers as well as to the surroundings. It's time for us to do something to protect our school and prevent her from being polluted.
First, we must make great efforts to clean up polluted water and stop further water pollution. Ask the government to maintain and improve present facilities, and construct new project with health, safety, and protection of the environment as primary concerns.
Second, we must insist that water pollution control laws be passed and strictly enforced. This responsibility extends also to members of the general public in our surrounding community. An important aspect of this responsibility is making ongoing water quality. This is of such importance, that is must be given precedence over operating productivity.
Finally, we can also protect ourselves against polluted water. We should take
measures to clean the polluted water. To cooperate with government, industry and academia is supporting research and maximizing benefits for the general public in safety, heath and environmental matters.
We hope you will give us a permission to carry out he project and donate 5,000yuan we need. And we also require you to make a report to ask for the government’s rescue. By doing so , we will be able to live a healthier and happier life.
Yours sincerely,
Liu Wei
Class
Date
project Art
Period One
Aims and demands 1. Enable the Ss know sth about the style of the western art and some famous artists .
2. Learn some new words and expressions.
3. Comprehend the reading passage.
Main points Warming up and Reading compreheding
Difficult points Comprehend the reading passage
Teaching procedures Step One warming up
1.?Show the Ss some works of some famous artists;
ask them to say something they know about the pictures.
2.?The Ss discuss the questions in warming up in groups and walk along to listen and offer them help if needed.
3.?Ask some students to answer the following questions:
1. What do we call these things like sculptures and paintings which can make our school more beautiful?
2. If you could have three of these paintings on the walls of your classroom or your home, which would you choose? Give the reasons.
3. Would you rather have Chinese or Western-style paintings in your home?Give your reasons.
4. Have you ever wished you would paint as well as a professional artist? If you were an artist, what kind pictures would you paint?
5. What would you rather do--- paint pictures, make sculptures, or design buildings? Why?
4.燬ay anything they like about the artists and the works.
5.Ask some more students to say more about the pictures and the choices .
Step Two pre-reading
1.?The Ss discuss the questions in pre-reading.
1.Do you ever visit art galleries?
2.What kind of paintings have you seen in galleries or in books?
3.What are the names of some famous Western artists?Do you know in which century they lived ?
2.Show the students some pictures of some famous gallerirs in the world and say sth.about them.
Step Three Reading passage
1.?Fast reading. Let the Ss go over passage as fast as possible and try to find the hard words, expressions and sentences they have and try to decide which statement is true or false.
2.燙hoose some Ss to read the sentences and tell others about their answers.
3. Listen to the tape of the text and fill in the chart.
Name of Ages Time Artist Feature
The middle Ages
The Renaissance
Impressionism
Modern Art
4. Extensive reading. Ask the Ss to read the passage more carefully and then try to get the main idea of each paragraph
5.?Ask the Ss to report their idea, choose the best one.
Notes:focus on,a great deal,scores of,attempt to .
Step Four homework
Read the passage again and finish the first Ex1 by wrting down their opinion.
Go over Learning about language and finish the exercises by themselves first.
Teaching plan for Unit One Art
Class
Date
project Art
Period Two learning about language
Aims and demands 1. Discover the useful words and expressions.
2. Learn and improve the use of useful words and expressions.
Main points Learn to use the words and expressions that the Ss discover.
Difficult points Improve the use of the words and expressions.
Teaching procedures Step One Learning about language
1.?Discover the useful words and expressions in this unit in groups of four.
2.?Ask the Ss to show their results to the class.
3.?Ask them to find out some of the time expressions and underline all those time expressions in the reading passage.
4.?Ss have a discussion and do the exercise2.
5.?Check their answers.
6.?Say sth. about the word-formation and try to find out the root of the words below.
7.Complete the sentences with the words in the passages.
Step two Using words and expressions
1. Review the rules of changing the forms of the words:verb-noun-adjective .
2.?Let the Ss discuss the questions below:
1. What part of speech are the words ending in-ion?Are there any exceptions to this?
2.For most words,is the verb,noun or adjective the shortest word?
3.What endings do the adjectives have?Can you think of other common endings for adjectives?
3.Complete the sentences with the words above.
5.?Do the translations. Ss discuss the sentences and the translate them into English, using the words and phrases in brackets.
Step three words learning
1. Ask the Ss to talk about the word-formation.
2.?Ask them to work in groups to find some words with the prefixes and suffixes and study their meanings.
3.?Ask them to show their results to the class.
4.?Walk around the class to give them help if needed.
Step four Talking.
1.?Ask the Ss to discuss the questions:
1.Who are your favourite artists,both from China and from other countries?
2.燱hat kind of art do you prefer:traditional or modern,abstract or figurative,painting or photography,two-dimensiional or
three-dimensional?
Step five Homework
Write down the translation in the exercice book.
Teaching plan for Unit One Art
Class
Date
project Art
Period Three learning about language
Aims and demands 1. Discover the useful structure.
2. Learn the grammar of subjunctive mood.
3. Enable the Ss to use the subjunctive mood.
Main points Subjunctive mood
Difficult points Subjunctive mood
Teaching procedures Step One revision
Review the ellipsis and inversion together first .
Step Two learning the useful structure
Ask the Ss to find out more sentences in the passage with the same structure of the following sentence:
If you were an artist,what kind of pictures would you paint?
Ask some Ss to write down what they found on the blackboard.
Check together.
Ask the Ss to complete the sentences by discussion.
David isn抰 thirsty.If he___(be),he _____(drink) the lemonade they offered.
Sally is not an aggressive person.If she ___(be),she____(be)a more successful business women.
卐tc.
Step Three Workbook
Fill in the chart using the subjunctive mood to present the wishes of the people.
Real:I am not beautiful.
Wish:I wish I were beautiful.
Check their answers.
Ask the Ss to think of other wishes that can抰 be realized so easily.
4.Complete the sentences using the subjunctive mood.
Step four Homework
Write down Ex.3 in the workbook in the exercise book.
Teaching plan for Unit One Art
Class
Date
project Art
Period Four using language Listening
Aims and demands 1.牋?Improve the Ss?listening skills.
2.牋?Know more about the art.
Main points Listening and speaking
Difficult points Get to know the information of listening materials.
Teaching procedures Step One Listening and speaking
1.牋?Listen to the tape and answer the questions.
1.Who first suggested they visit art galleries?
2.Who is the least interested in visiting art galleries?
3.Why is GaoYan interested in visiting the Metropolitan Museum?
4.Does Susan prefer large or small galleries?
5.Why doesn抰 Susan want to go to the Museum of Modern Art?
6.What kind of art does Susan dislike?
7.Which two galleries do they decide to vistit on Friday and which two galleries on Saturday?
Step Two speaking
1.Think about your own school environment.
Step Three Listening and talking
1.牋 Play the tape for the Ss to listen and finish the exercises in the workbook , pause from time to time if needed.
2.牋 After listening,ask the Ss to decide which centuries the works belonged to.
3. Before they listen to the tape again,discuss these questions with a partner and then listen and check.
Step Four listening task
1.牋?Play the tape for the Ss to get the information of the listening task.
2.牋?Check their answers.
Step Five Homework
Prepare the reading task.
Teaching plan for Unit One Art
Class
Date
project Art
Period Five Reading and reading task
Aims and demands Improve the Ss reading skills and their talent in getting the information.
Main points Reading and reading task
Difficult points Finding more information about the art
Teaching procedures Step one Revision
Revise the subjunctive mood :
If I ran into a dinosaur in the forest,I would __________________.
If I met Pavarotti in the flesh,Iwould_______________.
Step two Reading tasking
1.?Ss read the passage as fast as they can and then fill in the chart by themselves
Letter from ___________
Asking for __________and _______________
Reason __________________________
Their plan:1._________________
2._________________
3._________________
Work will be done by:___________________
2.?Ask the Ss to report their answers to the class.
3.?Ss read the passage again and find more information as they can.
4.?Choose some Ss to share their ideas to the class.
Step three Reading
1.Complete the chart after reading passage
2.燫ead the passage again and match the names to the museum.
3.?Ss work in groups.
Step four Homework
Write a short passage about your favourite artists.
Teaching plan for Unit One Art
Class
Date
project Art
Period Six
Aims and demands 1. Try to write a letter .
Main points Write a letter to the headmaster of the school asking for permission.
Difficult points Write the letter.
Teaching procedures Step one Writing
1.Ask the Ss to read the letter on page 45 again and:
1.find out the problem.
2.how to solve it.
3.begin to write.
2. Plan to write the letter .
1.Ss work in groups to make up a plan of writing. They can follow the example in the book on P45.
2.Ask the Ss to read their plans.
3.Write their passages in groups, when finished,ask the Ss to read in class.
Step two Writing
Write a letter to the art gallery committee,giving your suggestions and reasons for starting this new art gallery.
1. Ask the Ss to discuss first to find out more problems and the choose the one that they think is the most serious and the most important.
2. Make a plan ,try to solve it peacefully.List all the ways.
3. Ask them to write down the letter and ask them to pay more attention to finish the letter politely.
4. Read their letters.
Step three Summing up
Ask the Ss to sum up all the new words and expressions that have learned in this unit.
The grammmer.
Sth about the art.
Step four Homework
Complete the letter and write down on the exercise book.
Teaching plan
I. 单元教学目标：
1． Talk about art and galleries
2． Talk about likes and preferences
3． Learn words in families
4． Use the subjunctive mood
5． Write a letter to give suggestions
II. 目标语言
1． 功能句式。
Talk about likes and preference:
I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…
2. 词汇
abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…
3. 语法: the subjunctive mood
if I were you…./ I wish I could…
4. 重点句子
1. there are so many different styles of western art it would be impossible to describe all of them in a short text.
2. people became focused more on human and less on religion.
3. if the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures.
4. at the time they were created, the impressionists’ painting were controversial but today they are accepted as the beginning of what we now call “modern art”.
5. it is amazing that so many great works of art from late-19th century to 21st century could be contained in the same museum.
III. 教材分析
本单元以ART 为主题，主要介绍了西方绘画简史，描写了曼哈顿最好的艺术长廊。帮助学生了解更多的有关美术的背景知识，分析中西艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方的绘画艺术进行比较。
1. Warming up 部分要求学生运用相关目标语言对自己喜欢的艺术形式和流派展开讨论，并说明喜欢的原因。
2． Pre-reading 让学生讨论有关画展或书中的艺术作品以及西方不同时期的著名画家。
3． Reading 介绍了西方绘画监视，不同的艺术流派，艺术特点及其代表性的画家和作品。
4． Comprehending要求学生在理解课文的基础上，写出三件有关西方艺术史的事并西方艺术分割变化大的原因。
5． Using language 是由reading, listening, discussing and writing 四部分组成，要求学生在了解艺术长廊相关知识的基础上，为当地举办的一场画展提出合理化的建议。
IV．课型设计与课时安排
1st period Warming up and reading
2nd period Language study
3rd period Grammar
4th period Listening and talking
5th period Using language
6th period Reading, speaking and writing
分课时教案
The First Period Warming up Reading
Teaching goals：
1. To enable the students to have a knowledge of the short history of Western painting.
2. To improve the students’ reading ability.
Teaching important & difficult points
Enable the Ss to talk about the short history of Western painting
Teaching methods
Skimming and scanning; individual, pair or group work; discussion
Teaching aids
A computer, a tape recorder and a projector.
Teaching procedures & ways
Step I Lead-in
To lead in such a topic by mentioning the sculptures or paintings around the students, for example, sculptures on the campus, famous paintings hanging on the walls of the corridor of the school building, etc. Ask Ss to figure out their functions and the general term to call them---the works of art
Step II Warming-up
Show some famous paintings and ask : Do you know the following famous paintings and painters?
Mona Lisa Smile → Leonardo Da Vinci (Italian, 1452-1519)
Sunflowers & starry night → Vincent van Gogh (Dutch, 1853-1890)
Water Lilies → Claude Monet (French, 1840-1926)
Dream & Seated woman → Pablo Picasso (Spanish, 1881-1973)
Ask: Can you tell the ages of the paintings?
Say : Today we’ll learn about the short history of western painting.
Step III Reading
1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change? Why?
2. Scanning
Read Para. 1, and answer the question.
Scan Para2-5, and find the representative artists and the features of their paintings.
Names of Ages Time Artist Feature
The Middle Ages 5th to 15th century Giotto Di Bondone religious, realistic
The Renaissance 15th to 16th century Massaccio perspective, realistic
Impressionism Late 19th to early 20th century ／ detailed, ridiculous
Modern art 20th century to today ／ Controversial, abstract, realistic
3. Careful reading
Read the text carefully and find some detailed information.
The Middle Ages Features:
1. theme: religion
2. Artists were not interested in showing nature and people as…but interested in creating respect and love for God.
The Renaissance
Masaccio：the first person to use perspective in painting
1. Focused more on humans and less on religion.
2. Two developments: a. Drawing things in perspectives
b. Oil painting.
Impressionism
1. What changes led to the change in painting styles?
2. Look at these paintings, what did they paint?
3. Why did the impressionist have to paint quickly?
Modern art
Two extremes
Style A. Abstract B. Realistic
Concentrate on Certain qualities
of the object What we see with our eyes
Presentation Color, line and shape photograph
Step IV Comprehending
Ask the students to read the passage again and deal with Exercises.
Step V Homework
1. Underline the useful expressions and the time expressions in the reading passage.
2. Retell the passage with the help of the chart about the text.
The Second Period Language Study
Teaching goals:
To enable the students to learn the useful expressions.
To help the students lean how to judge the parts of speech according to the suffixes and determine their functions in the sentences.
Teaching important & difficult points:
Get the Ss to learn word formation by adding suffixes
Teaching methods:
Explanation and practice
Teaching aids:
A computer and a projector, a blackboard
Teaching procedures & ways:
Step I Revision
Check the students’ homework and let one read their work.
1. Ask Ss to speak out the time expressions they underlined as homework
2. Ask a student to retell the short history of western painting
3. Ask Ss to discuss the questions in Exercises 3 on page 3 in groups of 4.
Art is influenced by beliefs of the people, the way of life and so on.
Step II Language points
1. Painting is silent poetry, and poetry is a speaking picture.
画是无言的诗, 诗是有声的画。
2. Good painting is like good cooking; it can be tasted, but not explained
好的画犹如佳肴，可以品其美味，却无法解释。
3. would rather宁愿，宁可
I would rather walk than take a bus.
She would rather die than lose her child.
would rather do sth.
would rather not do sth.
would rather do sth. rather than do sth.
prefer sth. to sth.
prefer to do sth. rather than do sth.
I always prefer starting early, rather than leaving everything to the last minute.
4. 认为，看待
Consider + n. + adj./ n. + to be/ n. + as /+that-clause/ it + adj. / + n.+ to do sth.
We consider that you are not to blame.
Do you consider it wise to interfere?
I consider you( to be )honest.
5. 比较suit, fit ,match
suit多指合乎需要、口味、性格、条件、地位等
fit多指大小、形状合适，引申为“吻合，协调”
match多指大小、色调，形状、性质等方面的搭配
1) No dish suits all tastes. 没有人人合口味的菜。
2) Try the new key and see if it fits the keyhole.
试试新配的钥匙，看看与锁眼是否吻合。
3) The people’s Great Hall and the Historical Museum match the Tian An Men beautifully.
人民大会堂和历史博物馆与天安门陪衬得极为优美。
6. attempt v.试图，企图，尝试
The prisoner attempted an escape / to escape.
She will attempt to beat the world record.
n. They made no attempt to escape.
比较 attempt: 表示未知结果的尝试或失败的尝试
manage: 表示成功的尝试
7.painting (油、水彩）画drawing（素描）图sketch草图 portrait肖像illustration 插图
A painting of sb A painting by sb
某人的画 ？ 某人画的画？
8. abstract adj . n . V
an abstract painting 抽象画 in the abstract 抽象地 abstract …from… 从…中提取
9.detailed adj./n. detailed information in detail 详细地
Reading
10. belief 相信，看法
It’s my belief that he will win.
It was once a common belief that the earth is flat.
Their beliefs in God are very firm. 信仰，信条
The rumor is beyond belief. beyond belief难以置信
n---v: belief--- believe life --- live proof--- prove safe--- save thief --- thieve
11. while
Some people respect him, while others look down upon him . ( 表对比 )
12.influence v. n.
The weather in summer influences the rice crops .
He has no influence over his children .
搭配：Have an influence on /upon …对…有影响
Under the influence of … 受….的影响 ，被 …左右
Influential adj. 有影响的; 有势力的
The Middle Ages (5th to …)
13.aim n. v. What is your aim in life ? He aimed the gun at a bird .
搭配：:achieve one’s aim达到目的 miss one’s aim未击中目标without aim 无目的的
14.take the place of = replace
“ please take your place , everyone ,” said John Smith .”
From now on I will take the place of Mr.George as chairman of the meeting .
15.focus vt. Vi . focus on 集中于 All eyes were focused on the speaker .
16. possession n.所有，占有;（ pl ）所有物，财产personal possessions
Compare:
in possession of (主动） / in the possession of （被动）
v. possess n . possessor
17.convince vt 使确信，使信服
I managed to convince them that the story was true.
搭配：convince sb of sth = convince sb that … 使… 相信
be convinced of sth = be convinced that …相信…
Translation :
我怎样才能让你相信她的诚实呢？How can I convince you of her honesty?
她说的话使我认识的我错了。What she said convinced me that I was mistaken .
Impressionism (late 19th to…)
18. 修饰不可数名词：a great /good deal of / a great amount of
修饰可数名词: a large /great number of ;large/great numbers of ;a great /good many
dozens of / scores of
修饰不可数名词或不可数名词: a lot of / lots of ; a large quantity of /large quantities of
plenty of
19.mostly adv . ( =mainly , largely )大部分的，主要的
They are mostly students.
most pron . adj . adv
This is the most I can do for you.
Peter made the most mistakes of all the class.
What interested you most? ( 最)
Most students say that it is a most interesting book, but it isn’t the most interesting they have read , and that they read such books mostly on weekends.
20.lead to
The heavy rain leads to serious floods.
Lead to / lie in
Hard work leads to success and failure often lies in laziness. (result in / result from)
21. shadow n.
The willow’s shadow falls on the lake .
shadow （阴影、影子---指一个平面）
shade （树阴、阴影---指一个立体空间）
Stay in the shade ------it’s cooler . (阴凉处)
The shadows of the trees grew longer as the afternoon went on.
随着下午时光的延续，树影会越来越长。
Step III Suffixation
Let Ss learn some uses of suffixes
Ask Ss what suffix is ( A suffix is a particle, which is added to the end of a root.
Suffixes usually do not change the meaning of the root, but can change its part of speech. For example: lead (v.)---leadership (n.); ill(adj.)---illness(n.) But sometime, some suffixes add new meaning to the newly formed words. For example: meaning---meaningless; think--- thinker
1. Suffixes used as a noun signifier
Verb Adjective Suffix Noun
read -er reader
act -or actor
train -ee trainee
build -ing building
attend -ance attendance
punish -ment punishment
invent -tion invention
sick -ness sickness
special -ist specialist
true -th truth
2. Suffixes used as an adjective signifier
Noun Verb Suffix Adjective
wind -y windy
adventure -ous adventurous
hope -ful hopeful
hero -ic,(-ical) heroic
nation -al national
care -less careless
trouble -some troublesome
depend -ent/-ant dependent
comfort -able/-ible comfortable
act/imagine -ive/-tive -ative/-itive active
imaginative
second -ary secondary
change -able changeable
annoy -ing annoying
excite -ed excited
3. Suffixes used as an adjective signifier
Adjective Noun Suffix Verb
broad fright -en broaden, frighten
simple -fy simplify
modern -ize(-ise) modernize
Step IV Practice
Get the Ss to review the uses of verbs, nouns and adjectives.
Parts of Speech Nouns Verb Adjective
Subject ☆
Object ☆
Predicate ☆
Predicative ☆ ☆ ☆
Objective Complement ☆ ☆
Attribute ☆
Then practice Exercises 2, 3 &4 on page 42.
Step V Homework
Prepare to learn the grammar of the subjunctive mood.
Period 3 Grammar
Teaching aims
1. To enable the students to use the Subjunctive mood correctly in different situations.
Teaching important and difficult points
To enable the students to use the correct form o f of the subjunctive mood.
Teaching methods
Summarizing, comparative method; practicing activities
Teaching procedures:
Step I Presentation
At first, give the students an example to present what the subjunctive mood is and in what situation we should use the subjunctive mood. Then, show them the sentence structure of the subjunctive mood.
Ask Ss to listen to the following example:
Suppose I’m a basketball fan. Yao Ming is coming here to play a basketball game this evening. But unfortunately, I haven’t’ got a ticket for it. I feel sorry about that and what should I say in this situation? I will say: I wish I watched the basketball game. / If I had got a ticket, I would go to watch the basketball game. Have you ever heard such kind of sentences?
They use subjunctive mood. The subjunctive mood is used when we want to express a wish, request, recommendation or report of a command. Also the subjunctive mood is used to express something that is contrary to the fact, highly unlikely or doubtful.
We can use the following tow sentence structures to express our regretting.
Ⅰ.“If” clause---, main clause
Time Verb Main Clause
Now were/ did would/could/should/might +V（原）
Past had done would/could/should/might+have+p.p.
Futrue were /did would/could/should/might +V（原）
were to do
should do
Ⅱ.虚拟语气特殊句型
1. Subject +wish+ Object Clause
Time Verb Objective clause
now wish would do / could do / were /did
past wished had been / done
future wish would do/ could do / were / did
2. would rather (that) 现在：过去时
过去：过去完成时
将来：过去时
3. as if /though + Clause 虚拟 从句动作与主句动作同时发生用过去时
从句动作先于主句动作发生用过去完成时
4.It’s (about/high) time +(that)…过去时 /should +V. (Should不可省略)
5.表示要求，命令，建议的虚拟语气 宾语从句。常见动词： 一个坚持，两个命令，三个建议，四个要求。即:1. insist 2. order, command 3. advise, suggest, propose 4. demand , require, request, desire 这些动词后面的宾语从句要使用虚拟语气。即从句中的动词 使用should + 动词原形，或者将should省略。
6.without和but for 构成虚拟. but for(要不是)
7. If only …要是就好了
If only I knew his name!
If only we had followed your advice!
If only I could see him again!
8. It’s necessary /strange/ natural/ important + that-Clause 从句中的动词要用虚拟，即（should）+动词原形
9. 某些简单句的固定句型：
Heaven help him!
God bless you!
May you succeed!
Long live the People’s Republic of China!
三： 虚拟语气假设条件句型注意点：
假设条件从句谓语动词发生的时间与主句所假设的谓语动词不一致，这种条件句叫做混合条件句。主句和从句的谓语动词要依照假设的时间而定。(“各归各” 的原则）
If the weather had been finer, the crops would be growing better.
If you had followed the teacher’s advice, you wouldn’t be in the hospital.
2. 虚拟条件句倒装。 条件从句中有should， were， had三个助动词可以把if省略，并将这三个词提至句首。
Step II Practice
Exercises for the Subjunctive mood.
Step III Consolidation
Ask the Ss to do Exercise 1 & 2 in Discovering useful structures on page 4 and Exercises 1-4 on page 43.Then check the answers.
Step Ⅵ4 Homework
Prepare for the Listening and Talking on page 41.
The Fourth Period Listening and Talking
Teaching goals：
1. To help the students improve listening skills.
2. To enable the Ss to express their likes and preference.
Teaching procedures:
Step I Listening
ⅰ.Do some listening practice on page 41.
1. Pre-listening
Question: Can you name the objects in the picture? What are they?
A book, a vase, wall hangings and paints and brushes.
2. Listening
At first, ask the Ss to listen to the tape for the first time to get the general idea and answer the question: What present will the students get?
Let the students to listen again and get some detailed information and answer the questions in Exercise 3.
At last, check the answers with the whole class.
ⅱ.Do some listening practice on page 44. (Skip it if it is too difficult for your students)
Before listening, ask the Ss to look at the paintings and discuss in what period of Chinese history they were created. Then, listen to the tape the first time and number the pictures. Next, listen to it again to write the names of historical periods they were painted. At last, listen again and list the features.
Step II Talking
Ask the Ss to discuss the questions in Talking in pairs.
“So far, we have learned a lot about the art. Today let’s talk about our favourite artists and forms of art. Please discuss the questions on page 41 in pairs and make up a dialogue. Now the following sentence structures may help you.
Show the following on the screen.
I’d prefer…
I’d rather…
I’d like…
Which would you prefer…?
I really prefer…
Would you rather…?
Would you like…or?
After a few minutes, ask Ss to present their dialogues.
Step III Homework
1. Ask Ss to introduce the galleries the have ever been to.
2. Prepare for Using Language on Page5 and 6, and finish the exercises from Page 6 to 7.
The Fifth Period Using Language
Teaching goals:
1. To read about the best of Manhattan’s art galleries and develop the students’ interest in art.
2. To help the students improve listening skills.
3. To enable the students to talk about art galleries and write a letter giving suggestions.
Teaching procedures:
Step I Lead-in
Show pictures of some famous art galleries around the world: Chinese Art Gallery, The Frick Collection, Guggenheim Museum, Metropolitan Museum Of Art, British Museum, Louvre Museum in France and so on.
Step II Reading
1. Fast reading:
Ask Ss to read the passage about art galleries on page 5, and answer the question: How many galleries mentioned in this text? What are they? What can you see there?
2. Careful reading:
Detailed reading to check Exercises 1& 2 below
After that, ask the Ss to listen to the recording and answer the questions in Part 3.
Play the tape for the students to follow and after that, check the answers.
3. Post-reading
Answer the following questions:
1. What do you think the purpose of this text is?
To give people information about various art galleries in New York and to show them where they are.
2. Who do you think the text was written for?
Tourists, art gallery visitors.
3. Where might you see such a text?
Possibly in guide book.
Step III Discussing and listening (P7)
ⅰ.Suppose you were staying in a hotel in Manhattan with Gao Yan, Susan and John. Now if you have a chance to visit art galleries, which galleries do you prefer? Why?
Ask the students to tell the group members which galleries introduced they prefer in groups of 4.
ⅱ.Ask the Ss to do some listening practice on page7
At first, ask them to listen to the tape for the first time and number the galleries.
Next, listen again and answer the questions.
At last, check the answers with the whole class.
Step IV Writing
First, ask the Ss to discuss the questions in Exercise 1 on page 8 in groups of 4, giving their own suggestions and reasons and then write a letter to give their opinions.
StepⅥ Homework:
1. Finish the writing task.
2. Prepare for the Reading task on page 45.
The Sixth Period Reading, speaking and writing
Teaching goals:
1. To enable the Ss to talk about environment.
2. To help the Ss to write a letter to ask for permissions.
Teaching procedures:
StepⅠ Reading Task
Here is a letter on page 45 from a group of students who would like to make their school more attractive.
1. Fast reading
1Why do they become worried?
2What do they hope the headmaster will do for their project?
2. Careful reading: suppose you were the president of the high school council and you received the letter. prepare to make notes for a report about the letter, filling the blanks on page 46
Some tips about how to make notes
Just write down some key words
Use words or phrases
Omit the small words like prepositions
Letter from____________________________
Asking for______________ and____________
Reason ______________________________
Their plan: 1___________________________
2___________________________
3___________________________
Work will be done by :___________________
StepⅡ Speaking task
Ask the Ss to discuss how to improve the environment of our school in fours, then speak out.
A: planting more trees, grass and flowers, a beautiful garden, not pick the flowers and stamp the grass
B: not throw litter, pick the rubbish, throw it into a dustbin, collect waste paper and bottles for recycling.
C: keep the schoolyard or classroom clean, not draw pictures on walls, not carve names on the trees or desks and chairs
D: make our school a non-smoking place
In all, if everyone makes contribution to protecting the environment, the world will become much more beautiful. If all Chinese care about the environment, I ’m sure China will become one of the most beautiful countries in the world
StepⅢ Writing task
Write a letter to the headmaster of the school asking for permission to improve the environment of the school. While writing, refer to the instructions in WRITING TASK.
Step IV Summing up
Sum up what the students have learnt in this unit.
Step V Learning Tip
Go through the learning tip with the students about how to get a general idea of a text.
StepⅥ Homework:
Revise the whole unit and finish all the exercises in this unit.
Book 2 Unit 5 Music 说课稿
Teaching arrangement
1st Period ------ New words & Warming-up
2nd Period ------Reading
3rd &4th Period ------Language study
5th Period ------Grammar
6th Period ------Using language
7th Period ------ Writing
8th Period ------ Revision
Period 1 New words &Warming up
Teaching important point:
Learn the new words of this unit and Warming up
Teaching procedures:
Step 1 Learn New Words &Expressions of this unit
Step 2 Warming up
1.Questions:
Do you like music?
Can you list some kinds of music?
What kind of music do you like best?
Then enjoy some different kinds of music in Warming up and match the music with the right picture.
2.Discussion: What kind of music do you like best? Why?
What can this kind of music do for you?
Step 3 Listening (Page 69)
1. Listen for the first time and do Ex3 on P69.
2. Listen again and finish Ex 2 on P69.
Step 4 Homework
1. Remember new words
2. Preview the reading text
3. Finish Part 1 of 22nd EW.
Period 2 Reading
Teaching important point:
Enable Ss to understand the text and learn about the history of a music band.
Teaching procedures:
Step 1 Leading in
Talking about the questions in Pre-reading
Step 2 Reading
1. First reading
Read the text to find the basic information about The Monkees.
Who The Monkees
What to do Played and sang music
When to break up In 1970
When to reunite In the middle 1980s
Achievements Very popular and sold many records
2. Second reading
Read Para 1 together.
Read Para 2 to answer the questions:
1) Why do most musicians form a band with others?
2) How do they always start and develop their band?
3) What is their dream as a band?
And then sum up the main idea of the Para 2 to finish Ex 2 on P35.
Read Para 3&4 to fill in the blanks.
1.The Monkees is made of a band of four _________, who _____________each other as well as played music. It began as a ______.
2.Their performances were humorous enough to be copied by other groups.
3.After a year _____ in which they became more serious about their work, The Monkees started to play and sing their ___________.
4.The band ________ in about 1970, but _________in the mid-1980s.
And finish the rest of Ex 2 on P35.
Step 3. Post-reading
Do the Ex1 on P35.
Discuss in groups to finish Ex 3 on P 35.
Step 4. Summary and Homework
1. Finish Reading Task of EW 22nd.
2. Find the difficult sentences in the text and prepare for the Language study.
Period 3&4 Language study
Teaching important points:
Learn the key words & expressions in the text
Teaching procedures:
Step 1 Review the text and check the homework
Step 2 Difficult sentences in the text
Step 3 Language points
1. pretend vt. 假装，装作
pretend sth. She pretended sickness.
pretend to do sth She pretended not to see us.
pretend to be doing sth. She pretended to be doing her homework when I opened the door.
pretend to have done sth. She pretended to have seen that movie.
pretend that + clause She pretended that she had seen that movie.
Ex：我们假扮加勒比海盗吧！
当他妈妈进来的时候他假装在睡觉。
Let’s pretend to be the pirates of Caribbean!
He pretended to be sleeping when his mother came in.
2. honest adj. 诚实的，正直的，老实的 honesty n.
常用词组：
1) To be honest, I don't like him very much. How about you?
2）Honestly(speaking), I think it is ugly.
3) He is very honest in business.
4) be honest with sb 对某人说实话
Ex：我希望你对我说实话。
I hope you are honest with me.
3.attach vt&vi 系上，缚上，附加，连接
1）attach importance to ….. 重视……; 认为…..有重要意义
We should attach great importance to the coming final exam.
2) attach sth (to sth) 把….附在….上
Can you attach a picture of you to the letter?
3)attach oneself to….参加…
Would you like to attach yourself to the concert tonight?
4) attach to sth\sb 与…有关联
He attached to the event.
4.form v. 形成，发展成, 组成
The rocks were formed more than 4000 million years ago.
We should form good habits when we are young.
Twelve colleges form this university.
n. 形状，形式，表格
When you sign up , you need to fill in this form.
Different countries have different forms of government.
常用词组：in form 在形式上
in the form of 呈现。。。的形状，以。。。的形式
take the form of 采取。。。的方式
form the habit of 形成。。。的习惯
Ex：那条河在这两个国家之间形成一条自然边界。
The river forms a natural boundary between the two countries.
5．passers-by n.过路人
此类复合词均为可数名词，其复数构成原则：
（1）有中心名词的在名词后面加s（2）没有中心名词的在词尾加s
如： lookers-on, grown-ups, sisters-in-law, go-betweens
6 . earn vt.
a) 挣钱
Being a professor, he earns $ 100,000 a year.
b)获得（应得的事物），博得
His bad manners earned him a poor fame.
短语：earn one’s living=make one’s living 谋生
Ex：她通过在酒吧唱歌而谋生。
She earns her living by singing in bar.
7. extra adj. 比预期的要多的，额外的，特别的
The exciting football match went into extra time.
adv. 额外地，非常地
It is exciting to find such an extra beautiful house here.
Ex： 她说她不需要额外的帮助。
She said she didn’t need extra help.
8. perform v. a) 表演，演出
Tom and his band performed music by Mozart.
b)履行，执行（某事，某职责，任务）
The doctor performed an operation to save the girl's life.
performance. n. 表演，表现，演出
Come and see her performance in the new band.
His performance in class is not good.
Ex： 我们被要求一学年表演两台戏剧。
她因表现出色获得金牌。
We are asked to perform two plays each school year.
She won the gold medal for her excellent performance.
9. play a joke on/play jokes on sb 戏弄某人，跟某人开玩笑
You mustn't play a joke on the disabled people.
常用短语： make a joke of: 拿。。。开玩笑
It’s no joke. 不是闹着玩的。
You must be joking. 你在开玩笑吧。
类似短语： play tricks on=play a trick on 捉弄某人，戏弄某人
make fun of 取笑。。。
laugh at 嘲笑
Ex：我只是开玩笑罢了。
她说那话让我觉得她是在开我们的玩笑。
I was just joking.
When she said that, I thought she was playing a joke on me.
10．rely on 信赖，依靠，信任
As children, we relied entirely on our parents.
We can not rely on him to tell us the truth.
11.get/be familiar with 对……变得熟悉/感到熟悉
be familiar to sb
He is familiar to us, but he is not familiar with us.
12．or so 大约….左右，通常放在数量词之后
The baby usually sleeps an hour or so after breakfast.
There are 30 people or so in the classroom.
13. break up: 解散，结束，散去,分手
The crowd started to break up when the night fell.
It seems that the good weather is going to break up.
He lost his job and broke up with his girlfriend.
Policemen broke up the fighting crowd.
Step 4 Exercise
Ex 1,2,3 on P36.
HW：Finish Part 2 of EW 22nd.
Do Ex 2 on P70.
Preview the Grammar to finish Ex 1 on P37.
Period 5 Grammar
Teaching important point:
The attributive clause led by prep+relative pronoun
Teaching procedures:
Step 1 Find the 5 sentences in the text using prep+whom/which attributive clauses.
Step 2 Review the attributive clause Ss learned before.
Step 3 Prep+relative pronoun
1. 关系副词可由介词加关系代词取代 （介词可置于从句中，也可置于关系代词之前，介词之后不能用who和that）
Does anyone know the reason why/for which he is late?
I can well remember the time when/at which you left us.
I’ve hidden the ball in a place where/at which nobody can find it.
2. 介词的选择要观前顾后：观前即与先行词搭配，顾后指介词与从句谓语动词搭配
Can you give me the box in which there are books?
He is the teacher from which I learnt a lot.
3. 当定语从句谓语动词为动词短语时，介词不可分开而提前
You’re the very man whom I’ m looking for
4. 表示部分与整体时，the+n/adj/比较级，最高级/n%+of which/whom
He plans lots of trees, the highest of which is 50 metres tall.
There are 60 students in our class, 2/3 of whom are girls.
He has earned a lot of books, most of which are novels.
Step 4 Exercise
Finish Ex 2&3 on P37
Finish Ex 1&2 on P 71.
Step 5 Summary and Homework
Finish Part 3 of EW 22nd.
Preview Using language on P38.
Period 6 Using language
Teaching important point:
Understand the story of Freddy and learn some key words and expressions
Teaching procedures:
Step 1 Listening
Do the listening part and finish Ex 2,3,4 on P38
Step 2 Reading
Read the text and answer the following questions
1) Where did they go and what did they do after being famous?
2) What’s the result of the TV show？
3) How did they try to avoid the trouble? Did they take effect?
4) What did they do at last?
Step 3 Language study
1. sensitive adj.
be sensitive to/about 对…敏感
Old people need special care in winter, as they are sensitive to the change of weather.
Step 4 Summary and Homework
Period 7 Writing
Teaching important point: To Learn more about the sporting robot
Teaching procedures:
Step 1 Dictation
Step 2 Writing
1) 写作情景：
音乐是我们日常生活中重要的一部分。请根据下表所给的提示写一篇有关音乐的作文。
古代音乐 形式 没有书面形式，只有背诵，口传
内容 与乡村生活，季节，动物和，爱与悲伤等有关
原因 没有媒体，如收音机，电视，电脑等
现代音乐 形式 流行音乐
原因 多媒体普及家庭，工作等场所
趋势 越来越多的电子音乐
我的观点 听音乐能够减压，是我最喜欢的放松方式。
注意：
内容必须包括表内的信息，行文连贯通顺；
Sample writing:
Old music was never written down at first and performers had to learn hundreds of songs by heart. This was at a time without radio, TV or cinema and many of the country people could neither read nor write. Listening to live music was one way to get information as these songs were generally about country life, the seasons, animals and plants, about love and sadness in people’s lives.
Now popular music is in fashion and almost without exception, many teenagers are extremely fond of popular songs. As people now have enough media in their house or working place, it is much easier to have chances to listen to music, which makes it a trend that more and more music will be electronic music.
Listening to music is a wonderful way to reduce pressure as it washes away from the soul the dust of everyday life. Of all the things that make me happy, music is what I like best.
Step4 Homework
Finish the composition after class.
Period 8 Revision
Review the whole unit.
I． 单元教学目标
技能目标Goals
▲ Learn about Disability and Life of disabled people
▲ Talk about Disability and Life of disabled people
▲ Practise Introduction and Wishes &congratulations
▲ Revise the Infinitive
▲ Write a letter of suggestion
II． 目标语言
功
能
句
式 1. Introduction
I’d like to introduce you to…
I’d like you to meet…
May I introduce…?
Pleased to meet you.
It’s nice to meet you.
2.Wishes &congratulations
Congratulations.
All the best.
I’m proud of you.
I wish you success.
Good luck.
Well done.
I’m very impressed by your performances.
You have my best wishes.
I’m very pleased for you.
I Hope it goes well for you.
That’s wonderful/amazing.
词 汇 1. 四会词汇
disability, disabled, eyesight, drum, movie, ambition, beneficial, clumsy, adapt, motto, microscope, breath, absence, stupid, fellow, annoy, annoyed, industry, tank, independent, encouragement, conduct, politics, literature, resign, handkerchief, assistance, companion, latter, congratulate, graduation, certificate, architect, basement, elder, elderly, dignity, accessible, bare
2. 认读词汇
Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community
3. 词组
in other words, out of breath, all in all, make fun of , all the best, in particular
4．重点词汇
disability, disabled, adapt, annoy, conduct, congratulate, accessible
结
构 Revise the Infinitive
The infinitive can be used
1. as the subject
2. as the predicative,
3. as the object
4. as the object complement
5. as the adverbial
6. as the attribute
重
点
句
子 I have learned to adapt to my disability.
Every time after a long absence from school, I feel really stupid because I am a bit behind the others.
All in all, I have a good life.
Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.
III． 教材分析与教材重组
1. 教材分析
本单元以残疾及残疾人生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝贺。
1.1 WARMING UP 让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便，尽管如此仍然有许多残疾人在不同领域取得了非凡成就，为本单元的READING部分精彩故事做好了铺垫。
1.2 PRE-READING 通过介绍“Family village”，激发学生的阅读兴趣。
1.3 READING课文是一篇以第一人称表述Marty身残志坚，以积极的态度快乐生活的故事。课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。
1.4 COMPREHENSION共有4部分，这4部分的设置由表及里，由浅入深，非常科学。第1部分是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；第2部分是深层次的理解题，要求学生在正确的理解课文的基础上，通过讨论得出结论；第3部分要求学生总结课文6段的段落大意。第4部分要求用3-4句话分别表述1）Marty的积极向上的生活方式; 2）人们怎样帮助Marty和像Marty一样的残疾人过上幸福生活;3)他的同学为什么改变了对待Marty的态度。
1.5 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元词汇练习题；Discovering useful structures是本单元语法练习题练习，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。
1.6 USING LANGUAGE分为两部分，Listening and speaking是关于对残疾人Barry Minto的采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的常用句型。Reading, speaking and writing 部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾Alice Major写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，要充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元教学目标。通过读这份建议信，要求学生学会写建议信。
2. 教材重组
2.1 将WARMING UP 、PRE-READINGR、READING与COMPREHENDING放在一起上一节阅读课。
2.2 把LEARNING ABOUT LANGUAGE 和WORKBOOK 的Using words and expressions及Using structures整合在一起上一节“词汇语法课”。
2.3 根据USING LANGUAGE 内容上一节听说读写综合技能课。
2.4 将WORKBOOK 的Reading and listening 和Talking 结合在一起，上一节“听说课”。
2.5 将WORKBOOK的Reading and writing task 设计为一节阅读课写作课。
3. 课型设计与课时分配（经教材分析，本单元可以用5课时教完）
1st Period Reading
2nd Period Learning about language
3rd Period Using language
4th Period Reading and listening
5th Period Reading and writing task
IV. 分课时教案
The First Period Reading
Teaching goals 教学目标
1. Target language目标语言:
a. 重点词汇和短语
eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragement
b. 重点句型
1. I have to adapt to my disability.
2. All in all, I have a good life.
3. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.
4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.
2. Ability goals能力目标
Help students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well
3. Learning ability goals学能目标
By talking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled.
Teaching important points教学重点
How positive stories about the people with disabilities inspire others.
Teaching difficult points 教学难点
How to help student understand the difficulties the disable have to overcome.
Teaching methods教学方法
Discussing, explaining, reading and practising
Teaching aids教具准备
Multimedia computer
Teaching procedures & ways教学过程与方式
Step I Leading in
Deal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life.
T: Good morning /afternoon, class!
Ss: Good morning/ afternoon, Mr. /Ms…
T: In this class we are going to learn about disabilities and the life of the disabled. First let’s watch some short videos. Then discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.
After the discussion, Teacher will present the four pictures on Page 1 to students.
T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success. Now look at the pictures, how do they look?
Ss: They look happy and satisfied. They are smiling.
T: Yes, they are. But all of them are disabled. Can you guess what their disability might be?
S1: …
S2: …
……
T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we can learn some positive stories about the disabled.
Step II Pre-reading
Ask students to read the pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint.
Suggest answer:
1. To give ordinary young people with a disability the chance to share their stories with others.
2. To inspire other disabled people.
3. To get non-disabled people to understand more about how challenging life can be for people with disabilities.
Step III Reading
Deal with the reading part.
Scanning
Ask the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.
T: First I’d like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner.
Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class.
T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint.
Show some suggested adjectives on the PowerPoint.
brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid
T: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is very optimistic. Then continue to discuss the next two questions on Page3.
Deal with the next two questions in the same way.
Suggested answers:
1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.
2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.
3. Maybe at the beginning I will feel very low and disappointed, but Marty’s story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life.
Careful reading
Ask students to read the text carefully and then finish Ex3 on Page 4.
T: Now let’s read the text again and try to sum up the main idea of each paragraph.
Several minutes later check the answers with the whole class.
Suggested answers:
Paragraph 1: I have a muscle disease, which is very unusual.
Paragraph 2: No one knows how the disease develops.
Paragraph 3: The difficulties I have in daily life.
Paragraph 4: My fellow students have begun to accept me for who I am.
Paragraph 5 All in all, I have a good life.
Paragraph 6: People with disabilities can also live well.
T: Now let’s read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.
Suggested answers:
1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.
2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.
3. Because Marty is strong-minded and independent. His efforts have gained his fellow students’ respect and understanding. So they have learned to accept him for who he is.
Summary
Ask students to work together to write a mini biography for Marty according to the text.
T: Now we’ve finished Marty’s story. Now it’s time for you to work in groups and write a mini biography for him.
My Mini bio
Name:
Status:
Health:
Interests and Hobbies:
Ambition:
Motto:
A few minutes later show the sample on the PowerPoint.
My Mini bio
Name: Marty Fielding
Status: High school student
Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people
Interests and Hobbies:
Enjoys writing and computer programming
Going to the movies and football matches- when I am well enough
Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake
To study
Ambition: to work in the computer industry
Motto: live one day at a time
Explanation
During this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.
T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you have difficulties.
After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page86-87.
T: Do you have any difficulties with the text？
S1:Could you please explain the sentence to us：I have learned to adapt to my disability.
T: Before he developed the disease, he could run or climb the stairs as quickly as other people. But after he had the disease, he becomes very weak, so he cannot run very fast. It takes time for him to get used to slow pace. Besides this the disease has brought many other difficulties to him, he has to get used to living with the disease. So we can understand it like this: I have got used to living with the disease. Do you have any other questions?
Ss: No.
T: This is a very inspiring story. From Marty’s story, what have you learned from?
S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow.
S2: We shouldn’t feel sorry for them. That might hurt them.
S3: We should help them in a clever way.
S4: We should encourage them when they feel down.
……
S8: Just having a disability doesn’t mean your life is not satisfying.
T: I’m very glad all of you have learned something from the story. Please remember everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the internet.
Step IV Homework:
Retell Marty’s story according to the mini bio.
Surf the internet to learn more about the life of disabled people.
The Second Period Learning about language
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
disability, disabled, eyesight, drum, movie, ambition, beneficial, adapt, motto, absence, fellow, annoyed, independent, encouragement, conduct, resign, architect, basement, elder, elderly, dignity, accessible, latter, stupid, clumsy all the best, in particular, all in all
b. 重点句型
Revise the Infinitive
The infinitive can be used
1. as the subject
2. as the predicative,
3. as the object
4. as the object complement
5. as the adverbial
6. as the attribute
2. Ability goals能力目标
Enable students to use both the useful words and expressions and structures freely.
3. Learning ability goals学能目标
By doing the related exercises in the textbook.
Teaching important points教学重点
The useful words and expressions and structures.
Teaching difficult points 教学难点
How to use them properly.
Teaching methods教学方法
Explaining and practising
Teaching aids教具准备
The multi-media computer
Teaching procedures & ways教学过程与方式
Step I Revision
Ask students to retell Marty’s story. Show Marty’s mini bio on the PowerPoint.
My Mini bio
Name: Marty Fielding
Status: High school student
Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people
Interests and Hobbies:
Enjoys writing and computer programming
Going to the movies and football matches- when I am well enough
Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake
To study
Ambition: to work in the computer industry
Motto: live one day at a time
T: Yesterday you were asked to retell Marty’s story. You may refer to his mini bio. Now who would like to have a try?
……
Step II Discovering useful words and expressions
Deal with Ex1&Ex2 in the Discovering useful words and expressions. During this procedure students are asked to use an English-English dictionary. Because a good learner’s English-English dictionary gives example sentences to show how a word is used, and most also explain rules for using the words as well as giving the meaning.
T: Good. Glad you’ve done a very good job. As you know Marty lives in another country. He is far away from us. In China there are a lot of famous disabled people. Now look at this picture, who is she? (Show Zhang Haidi’s photo on the PowerPoint)
Ss: Zhang Haidi
T: Would you like to learn her story? Please open your books and do Ex1 on Page 4. First of all, let’s look up the following words in an English-English dictionary. Then I will ask some of you to explain them in English.
Show the following words on the PowerPoint.
independent, fellow, ambition, disability, eyesight, motto, encouragement, beneficial
If students don’t have an English-English dictionary, Teacher shows the explanation on the PowerPoint.
independent :not determined or influenced by someone or something else;
Although she is young, she is very independent.
fellow: a peer
We were school fellows.
ambition: the object or goal desired
One of his ambitions is to become the President of the Motor General.
disability: the condition of being disabled
He gets a disability pension from the Government because of his disabilities in a fire accident.
eyesight: the faculty of sight; vision.
Her eyesight is very good.
motto: a maxim adopted as a guide to one's conduct.
The school motto is 'Never lose hope.'
encouragement: the act of encouraging.
He owed his success to his wife's encouragement.
beneficial: producing or promoting a favorable result; advantageous
a temperate climate beneficial to the health
After the explanation of the words, ask students do Ex 1 individually. Five minutes later check the answers with the whole class.
After dealing with Ex1, ask students to Do Ex2 in groups. Then check the answers with the whole class. Show the suggested answers on the PowerPoint.
Deal with Ex1 &Ex2 on Page 48. Students are asked to do the exercises in groups. Then show the suggested answers on the PowerPoint.
As for Ex3 Teacher will ask 10 students to translate the 10 sentences. And give them immediate help when necessary.
Step III Discovering useful structures
Show some sentences that contain the infinitive and ask students to identify its function.
It is good to help others. (subject)
It is my ambition to make sure that the disabled people in our neighbourhood have access to all public buildings. (subject)
My ambition is to work in the computer industry when I grow up. (predicative)
I don’t have time to sit around feeling sorry for myself. (attribute)
I am the only student in my class to have a pet snake. (attribute)
A big company has decided to buy it from me. (object)
My fellow students have begun to accept me for who I am. (object)
I have had to work hard to live a normal life. (adverbial)
Some days I am too tired to get out of bed. (adverbial)
We must call on local government to give financial assistance to disabled people. (object complement)
Note: The following verbs are normally followed by the infinitive.
afford , agree , appear , arrange , ask , attempt , care ,choose , claim , come , consent ,dare , decide , demand , deserve , determine , elect , endeavour , expect , fail , get , guarantee, hate , help ,hesitate hope , hurry , intend , learn , long , manage , mean , need , offer , plan , prepare , pretend , promise refuse , say ,seem , tend , threaten, want ,wish
For example:
I can't afford to go to the pub.
He agreed to practise more.
You should learn to express yourself.
They managed to fix the problem.
Explanation of the Gerund or the Infinitive
Some words can be followed by either the infinitive or the –ing form. Please pay attention when there is no difference meaning and when there is difference. Show the following on the PowerPoint.
Gerund and Infinitive (no difference in meaning)
We use the Gerund or the Infinitive after the following verbs:
begin He began talking.
He began to talk.
continue They continue smoking.
They continue to smoke.
hate Do you hate working on Saturdays?
Do you hate to work on Saturdays?
like I like swimming.
I like to swim.
love She loves painting.
She loves to paint.
prefer Pat prefers walking home.
Pat prefers to walk home.
start They start singing.
They start to sing.
We use the Gerund or the Infinitive after the following verbs. There are two possible structures after these verbs. Gerund: verb + -ing Infinitive: verb + person + to-infinitive
advise They advise walking to town.
They advise us to walk to town.
allow They do not allow smoking here.
They do not allow us to smoke here.
encourage They encourage doing the test.
They encourage us to do the test.
permit They do not permit smoking here.
They do not permit us to smoke here.
We use the following structures with the word recommend:
recommend They recommend walking to town.
They recommend that we walk to town.
Some verbs have different meaning. (when used with Gerund or Infinitive)
GERUND INFINITIVE
forget He'll never forget spending so much money on his first computer. Don't forget to spend money on the tickets.
go on Go on reading the text. Go on to read the text.
mean You have forgotten your homework again. That means phoning your mother. I meant to phone your mother, but my mobile didn't work.
remember I remember switching off the lights when I went on holiday. Remember to switch off the lights when you go on holiday.
stop Stop reading the text. Stop to read the text.
try Why don't you try running after the dog? I tried to run after the dog, but I
Using structures
Deal with Exercises on Page49.
Do Ex2 first and then do Ex3.
Ask students to do Ex1 in their exercise-books after class.
Step V Homework
Go over words and expressions.
Go over the grammar.
Finish Ex1 on Page 49.
The Third Period Using Language
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
assistance, companion, graduation certificate, in particular, basement, elderly, dignity, latter, congratulate ,all the best, accessible
b. 重点句型
Expressions used to offer congratulations and best wishes.
2.Aility goals 能力目标
Enable students to offer congratulations and best wishes. Learn to write a letter of suggestion.
3.Learning ability goals学能目标
By proper language input, students learn to offer congratulations and best wishes and write a letter of suggestion.
Teaching important points教学重点
Offer congratulations and best wishes.
Learn to write a letter of suggestion.
Teaching methods教学方法
Listening, speaking, reading and writing
Teaching aids 教具准备
A multi-media computer
Teaching procedures & ways 过程与方式
Step I Leading in
Talk about Mount Kilimanjaro in Africa. Ask some questions about it. Show the following on the PowerPoint.
T: Good morning /afternoon, class!
Ss: Good morning/ afternoon, Mr. /Ms…
T: Which mountain is the highest in Africa?
Ss: Mount Kilimanjaro. (Show a picture of Mount Kilimanjaro in Africa on the PowerPoint.)
MOUNT KILIMANJARO
Ask people to think of a typical African mountain, and for many, Kilimanjaro might spring to mind. But it's far from typical, At 20,000 feet, it's the highest mountain in Africa, and one of only two to bear permanent snow (Mount Kenya is the other). Moreover, it is the largest mountain in the world that is free-standing; i.e., not part of a mountain range. To scale Mount Kilimanjaro is the ambition of many visitors to Africa. Mount Kilimanjaro, the highest mountain in Africa, now attracts many thousands of walkers each year.
Step II Listening and speaking
T: Do you think it easy to climb it?
Ss: Of course not.
T: It is not easy to climb it. It is more difficult to people with disabilities. But Barry Minto made it. And he became famous. He is being interviewed on the radio. Now let’s listen to the interview.
Deal with Ex 1-4 on Page 6-7. Play the recording again when necessary.
Step III Wishes & congratulations
Students are asked to work in pairs to practice offering congratulations and best wishes.
Show the useful expressions on Page7 on the PowerPoint. Teacher demonstrates a dialogue with a student.
A sample of offering wishes and congratulations
B: Congratulations on your graduation certificate.
A: Thanks. And I was told you’ve invented a new computer game.
B: Yes, a company has decided to buy it from me.
A: That’s amazing. Good luck to you.
B: Thanks.
After students have finished the exercises in the textbook’ show the following situations on the PowerPoint.
Give the following two situations for students to practice offering congratulations and best wishes.
Situation 1 Your friend is going to take part in the “CCTV Cup” English Speaking Contest
Situation 2 Your friend has won the first prize in the 2005 “CCTV Cup” English Speaking Contest
Step IV Reading, speaking and writing
Show pictures of a cinema, including inside and outside facilities. Ask students to discuss what problems that people with disabilities sometimes have in a cinema. Divide the students into different groups .They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all the students have their own opinion.
(After the discussion)
T: Now please stop discussing. Alice is a warm-hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built, she wrote a letter to make suggestions. Here is the letter that gives suggestions to an architect who is to design the new Bankstwon cinema. Let’s find out what suggestions Alice gives.
Skimming
Students can find the answers quickly, because they are printed in the pink color.
Careful reading
Help students to analyze the letter so that they will learn how to write a letter of suggestion.
T: Now please read the text carefully and think about the questions in Ex2 on Page 9.
After students read the text carefully, they will discuss the questions in Ex2 in groups. Several minutes later, check the answers with the whole class.
Suggested answers:
1. In the first paragraph Alice tell Ms Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers
2. This will attract the reader’s attention and the reader will realize these are important information.
3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.
T: After we read Alice’s suggestion letter, do you know how to write a letter of suggestion? Please discuss in groups. Then we will work together to write a format of a suggestion letter.
(After the discussion)
Show the following on the PowerPoint or print it out.
A letter of suggestion
A letter of suggestion normally has five parts.
1. The Heading
This includes the address, line by line, with the last line being the date. Skip a line after the heading.
2. The Greeting. The greeting always ends with a comma. The greeting should be formal, beginning with the word “dear”.
3. The body. Also known as the main text. Generally speaking, the body includes three parts. The first part (usually the first paragraph) tells the receiver that you are writing this letter to make suggestions on something, and the main part tells clearly what your suggestions are. The last part (usually the last paragraph) asks the receiver to consider your suggestions. Don’t forget to encourage the receiver to take your suggestions. Skipping a line between paragraphs, especially in typed or printed copy, also helps the reader.
4. The complimentary close. This short expression is always a few words on a single line. It ends in a comma. The complimentary close begins with a capital letter and ends with a comma.
5. The signature line. Type or print your name. The handwritten signature goes above this line and below the close. The signature line and the handwritten signature are indented to the same column as the close. The signature should be written in blue or black ink. Skip from one to three spaces (two on a typewriter), and type in the signature line the printed name of the person signing the letter. Sign the name in the space between the close and the signature line, starting at the left edge of the signature line
Step V Practice
Deal with Ex3-4 on Page 9.
Ask students to work in groups and discuss accessible their community is for people with disabilities. Then discuss way in which their community could be made more accessible for disabled people. This discussion will lay a good foundation to the writing. After the discussion, students are asked to write a letter of suggestion to the architect of a new building to be constructed in their area. In the letter they will suggest ways to make it more accessible for people with disabilities. While writing the letter, they should pay attention to the format of a letter. If time limited in class, they can finish the letter out of class.
Step VI Homework
Write a letter of suggestion to the architect.
A sample of a letter of suggestion
Mr.Xue Sun Lei
Chief architect 18 Hongyang street
Supermarket design Yuquan County
211 Kangwei Road
Yuquan County
18 March
Dear Mr Xue,
I learn from the local news that you are the architect who is to design the supermarket. I am writing to ask you to consider the right of the disabled for easy access. In particular, I would like you to consider the following things:
1. Access to the supermarket for people in wheelchairs and those who have difficulty walking. The lifts should be wide enough for the wheelchairs to move around. The entrance should be suitable for wheelchairs on the ground floor. There should be special entry for people for the blind.
2 Toilets There should be special toilets for the disabled. The bathrooms and toilets should have doorways wide enough for a wheelchair, doors that are easy to open and close, and hand-holds that the disabled can easily use.
3. Telephones should be easy for a person in a wheelchair to reach. Generally speaking, a supermarket is so big that it is difficult for one, especially one in a wheelchair to find what one needs. So telephones should be easy to reach for a person in a wheelchair so that he can call the staff for help.
4. Shelves. When designing the shelves, the disabled should be taken into consideration. Safety should come first.
Thank you for reading my letter. I hope you will consider my suggestions. Disabled people should have the same opportunity as able-bodied people to enjoy the supermarket and they should be able to do so with dignity. It is very important to use various forms of technology which can assist individuals with various types of disabilities to increases their mobility and independence. I am sure if you design it with good access for the disabled, the supermarket will attract more customers and people will speak highly of your design.
Yours sincerely,
Sunlei
The Fourth Period Reading and listening
Teaching goals 教学目标
1. Target language目标语言:
Patterns used to make introductions.
I’d like to introduce you to…
I’d like you to meet…
May I introduce…?
Pleased to meet you.
It’s nice to meet you.
2. Ability goals能力目标
Help students learn how guide dogs are trained and how they improve the quality of life for people who are blind, visually impaired, or with other special needs.
Enable students to use proper English as well as body language to make introductions..
3. Learning ability goals学能目标
By listening and reading students will learn guide dogs play an important role in the life of the disabled. By practicing, students will learn how to make an elegant introduction.
Teaching important points教学重点
How to make an elegant introduction.
Teaching difficult points 教学难点
How to make an elegant introduction.
Teaching methods教学方法
Reading, listening, explaining and practising
Teaching aids教具准备
The multi-media
Teaching procedures & ways教学过程与方式
Step I Leading in
Ask students to discuss how a guide dog is trained.
T: Yesterday we read a letter of suggestion to an architect. In the letter Alice asks the architect to provide easy access for people in wheelchairs and those who have difficulty walking. Today we are going to learn how to assist the blind. Now look at the poster. It is a very popular movie that moves 100 million Asians in 2005. What’s the movie? (Show the poster on the PowerPoint)
Ss: The Chinese is Dao Mang Quan-Xiao Q
T: What’s the movie about?
Ss: It is about how Xiao Q –-a guide dog helps Dubian-an odd blind man. There is deep love between its master and Xiao Q.
T: Xiao Q is his eyes, his company. But do you know how a guide dog like Xiao Q is trained?
Ss: No.
T:Ok, please open your books at Page 46.Read the passage then you will learn how a guide dog is trained.
Step II Reading
Ask students to read the passage on Page 46 and then make a timeline that shows how the different stages in a guide dog’s training.
Stage Age Training
The first stage: 1-12 months The puppy lives with a sighted family
The second stage: 13-18 months It begins five months training at a guide dog school.
The third stage: 19-23 months When it is trained, it meets its new owner and the two live at
the guide school for a month to learn to work together.
The last stage: A trainer goes to the owner’s home to teach the dog and its owner how to get round in their own town or city.
After dealing with the reading passage, show the following to enrich students’ knowledge of how a guide dog helps its owner.
T: Do you know what a guide dog is trained to do? And how much does it cost to train a guide dog? Let’s learn more about the guide dog training.
Show the following on the PowerPoint or print it out.
Guide dogs are the guiding eyes for people who are blind or visually impaired, and they are specially bred and trained for this most important job.
How much does it cost to train a guide dog?
It costs more than $30,000 to complete the training of one guide dog. This includes all expenses from breeding to raising the dog to training it and matching it with a blind person.
What exactly is a guide dog trained to do?
Guide dogs undergo a comprehensive training program, and only the best complete the training and become working guides. In short, guide dogs are taught how to find and follow a clear path, maneuver around obstacles, and stop at curbs. They also are taught to determine when it is unsafe to move on. They follow their teammate's directions, and they know that they can disobey only in the face of danger.
What is the blind person taught during training?
During the training program, blind students first learn about the commands the dog knows. Over a several week period, they are taught everything there is to know about how to work with a guide dog. In addition, they learn about proper care of the dog, which ranges from feeding to grooming to medical issues. Access laws, public awareness and other issues also are covered during the 25-day program.
Are guide dogs allowed in restaurants?
Guide dogs are allowed everywhere that the general public is allowed to go. This includes restaurants, taxicabs, airplanes, hotels, etc. This right is protected by a federal law called the Americans With Disabilities Act.
Are there things I should or should not do when I am around a guide dog?
The general rule is that working guide dogs should be ignored. Distractions take their concentration away from the work they have to do-which can put the dog and its teammate in danger. Do not pet or feed a guide dog and do not encourage the dog to misbehave.
Listening
Deal with the listening exercises. Besides the requested details, students are asked to pay attention to how people are introduced. Play the tape again when necessary.
T: Now let’s come back to the workbook. Sara, who is blind, has just returned home from a guide dog school. Who has come to her home according to the reading passage?
Ss: A trainer from the guide dog school.
T: Right. A teacher from the school has come to Sara’s house to teach her and her dog how to find their way around their own town. Please listen carefully, and finish the exercises.
After dealing Ex2-3, play the tape again to do Ex4.
T: Now let’s listen to the tape again, and do Ex4. Please pay attention to the dialogue. You will be asked to imitate the dialogue after we fill in the blanks.
Before they act out the dialogue, they should be aware this is an introduction.
T: What is the dialogue about?
Ss: An introduction.
T: Now I will ask some of you to act out the dialogue and show us how to make an introduction. Please remember they are at Sara’s house, not a formal occasion.
(After the performance)
T: Well done. Then do you know how to make a formal introduction? Suppose a business one? Ok, please look at the useful expressions on Page 47. These will help you to make your introduction elegant.
Step III Talking
Tips on how to introduce people
First give students some advice on how to introduce people.
Show the following on the PowerPoint.
Here's how to make proper introductions at parties, dinners and other social situations.
1. Introduce individuals to each other using both first and last names.
2. If you're introducing someone who has a title, a doctor, for example include the title as well as the first and last names in the introduction.
3. Introduce the younger or less prominent person to the older or more prominent person, regardless of the sex of the individuals. (However, if a considerable age difference lies between the two, it is far more courteous to make introductions in deference to age, regardless of social rank.) For example: “Arthur Prefect, I'd like you to meet Dr. Gertrude Smith”.
4. If the person you are introducing has a specific relationship to you, make the relationship clear by adding a phrase such as 'my boss,' 'my wife' or 'my uncle.'
5. Introduce an individual to the group first, then the group to the individual. For example: 'Dr. Brown, I'd like you to meet my friends Kym Hsu, Shawn Kampbell and Michael Via. Everyone, this is Dr. Kurt Brown.'.
Demonstration
Present a formal introduction with two students. Ask students think about the body language as well as the spoken words.
A sample of formal introduction
Donna Sellers: Ms. Tayer, I’d like to introduce my secretary, Paul Banning to you. Mr. Banning, this is Ms. Joy Taylor, the president of Auto Smart company from Canada.
Joy Taylor: Nice to meet you.
Paul Banning: Pleased to meet you.
T: Besides the above suggestions on the PowerPoint, you should also think about an introduction in a Chinese business is different from an introduction in a Western business. We Chinese prefer to use the title, while the westerners prefer to use Mr/Ms/Mrs___. A handshake is acceptable in both cultures. So don’t forget proper body language.
Practice
Students are given several minutes to practice a formal introduction. Then deal with Ex2 on page 47.
Step IV Homework
Surf on the internet to learn about Braille.
The Fifth Period Reading and Writing
Teaching goals 教学目标
1. Ability goals 能力目标:
Learn the story how Zhang Yuncheng achieves his ambition.
How to write a summary.
2. Learning ability goals学能目标：
Enable students to realize nothing is impossible.
Inspire students to study hard by Zhang Yuncheng’s story.
Teaching important points教学重点
How challenging it is for Zhang Yuncheng to keep writing and how he overcomes the problems he faces every day. His difficulty to achieve his ambition is beyond description.
Teaching difficult points教学难点
How to improve their writing.
Teaching methods教学方法
Reading and writing
Teaching aids 教具准备
The multi-media computer
Teaching procedures & ways 过程与方式
Step I Revision
Check the homework.
Ask some students to say something about Braille.
Present the following on the PowerPoint.
Braille, a system of raised dots that is read with the fingers, has historically been embossed on paper.
Braille was first developed about 1820 by a young Frenchman named Louis Braille. He created Braille by modifying a system of night writing which was intended for use on board ships. He did this work as a very young man and had it complete by the time he was about 18. He and his friends at the school for the blind he attended found that reading and writing dots was much faster than reading raised print letters which could not be written by hand at all. The development of this system by young Louis Braille is now recognized as the most important single development in making it possible for the blind to get a good education.
Braille consists of arrangements of dots which make up letters of the alphabet, numbers and punctuation marks. The basic Braille symbol is called the Braille cell and consists of six dots arranged in the formation of a rectangle, three dots high and two across. Other symbols consist of only some of these six dots. The six dots are commonly referred to by number according to their position in the cell.
Deal with Ex1 on Page 50.
Step II Listening
After dealing with Ex1, continue with Ex2 on Page 50. Students are required to do this exercise individually. Because students have read something about Braille, they won’t have difficulty in the listening exercises. After listening to the tape, check the answers with the whole class.
Ex3 requires students to listen for events on the timeline. Before playing the tape, Teacher asks students to look through the questions first. According to the questions, students may make predictions to the listening materials. From this exercise and Ex1 on Page 46, students will learn to describe events according to a timeline. Play the tape again if necessary. Then check the answers with the whole class.
Step III Reading and writing
After learning something about Braille, deal with reading and writing task on Page51.
Present some pictures of Zhang Yuncheng on the PowerPoint.
T: Look at these pictures. Do you know who he is?
Ss: Zhang Yuncheng. A writer with disabilities.
T: Yes, he has published a book entitled Jiaru Wo Neng Xingzou Santian (Three Days to Walk),“ taking its example from Helen Keller's remarkable story ”Three Days to See.“ Now let’s read his story on P51.
Fast reading
Ask students to scan the text and write a mini bio for Zhang Yuncheng.
Show the following on the PowerPoint.
A Mini Bio
Name: Zhang Yuncheng
Sex:
Health:
School education:
Interests and hobbies:
Ambition:
Dream:
Several minutes later, show the sample on the PowerPoint.
The sample of the mini bio
A Mini Bio
Name: Zhang Yuncheng
Sex: Male
Health: disabilities caused by a muscle disease; very weak, can hardly pick up a pen
School education: one day
Interests and hobbies: reading and writing
Ambition: to write and publish a book
Dream: to live a better life
Careful reading
Deal with Ex1 on P52. Ask students to write a short text of 150 words about Zhang Yuncheng. First they should read the text carefully and then pick out 7-8 important facts from the text in preparation for writing.
Preparation for writing
Students are asked to write the opening 1 or 2 sentences of the text. They should say something about who Zhang Yuncheng is, how old he is., what disability is, and what he has achieved.
Writing:
When students finish the opening sentences, they will be asked to write the rest of the text.
A sample of the writing
Zhang Yuncheng, born in 1980 in Heilongjiang, is the writer of the best seller “If I can walk for three days”.
He has a disease which affects his muscles in his body. He developed the disease at the age of 3. Because of his health condition, he went to school for only one day. So Yuncheng stayed at home and over the years, his condition got worse and worse. At 16, he could not walk at all. At 18, he could not get out of his bed. At 20, he could not raise his arms above his head. However, Yuncheng’s disease has not stopped him making most of his life. He taught himself to read and write. He loves reading and writing and wants to become a writer. With the help of Zhang Danuo, an editor, at the age of 25, Yuncheng achieved his ambition to write and publish a book.
Step IV Homework
Speaking task on P52
Answer the questions on checking yourself on P53.
I.本单元课文注释与疑难解析
1. I have learned to adapt to my disability. 我已经学会适应这种生活。
adapt (+to ) :to make suitable to or fit for a specific use or situation. 使适应,使适合
He adapted himself to the cold weather.
他适应了寒冷的天气。
He tried hard to adapt himself to the new conditions.
他努力使自己适应新的情况。
When he moved to Canada, the children adapted to the change very well.
他移居加拿大后孩子们很能适应变化。
2. Every time after a long absence from school, I feel really stupid because I am a bit behind the others. 每次我缺课很长时间后，都觉得自己很笨，因为自己落在别人后边.
every time每次, 每当 引导时间状语从句
Every time I catch a cold, I have pain in my back.我每次感冒背就痛。
absence.不在,缺席[U][C][(+from)
She never speaks ill of anyone in his or her absence.
她从不乘人不在时说别人的坏话。
He has many absences from class. 他经常缺课。
3. In particular, I would like you to consider the following things:尤其我想让您考虑以下几点：
particular adj.
1.值得注意的；特别的；不寻常的
There was nothing in the letter of particular importance.
这封信里没什么特别重要的内容。
The story happened on that particular day.
故事就发生在那一天。
The teacher showed particular concern for the disabled child.
老师特别关心那个残疾儿童。
2. 独特的；单独的；某一种的
Her particular way of smiling left a good impression on me.
她特有的微笑给我留下了美好的印象。
”I don't like this particular scarf, but the others are quite nice.“
”我不喜欢的就是这一种围巾,其他的都很好。“
3. 难以取悦的；考究的；挑剔的(+about/over)/(+wh-)
I'm not particular about my clothes; I don't mind what I wear.
我不怎么讲究我的衣服，我不在乎我穿什么。
He is very particular about his food.
他吃东西很讲究/挑剔。
special, especial, specific, particular, exceptional, extraordinary, peculiar这些形容词均含“特殊的，特别的”之意。
special 普通用词，指不同于一般、与众不同，着重事物的专门性，突出与一般不同。
especial和special含义很接近，较正式，但侧重有特殊的意义或重要性。
specific着重指某种、某类事物具有的特殊或特定的属性，也可指专门提出作特别考虑的事物。
particular侧重不同于普遍性的个性或特殊性。
exceptional指不同于一般，本身是特别的或异常的事物。
extraordinary语气比exceptional强，指极大地超过一般或正常情况。
peculiar强调指与众不同或独特的意思,古怪的,不寻常的.
specially, especially, particularly这些副词均可表示“特别地”之意。
specially着重为做某事而“专门地、特意地”，相当于on purpose。
especially较多地用于正式文体，侧重超过其它全部，突出到“特别地”的程度，相当于in particular。
particularly用来指同类中特别突出的一个
II. 文化背景知识
Understanding The World's Differences
There are over 750 million people in the world today with some type of disability! Think about that number for a minute - the population of the state of California is 30 million people. The population of the United States is 250 million people. The population of the United States would only equal one third of the number of disabled people in the world!
There are two Categories of Disabilities: some disabilities are visible, such as a person in a wheelchair. But other disabilities are invisible, like an individual with a learning disability. Even though you can not see a person's disability does not mean they do not have one. So when you are thinking of asking a person to carry something heavy remember if they say ”No,“ don't think of them as not wanting to help! This person might just have a bad case of asthma, or a muscular disorder, which limits them from carrying heavy objects.
I think that at one time or another everyone has been curious about some type of disability...especially kids. We have tried to understand these mysterious disabilities by pretend play or being curious and asking questions of people we see in wheelchairs. Then our parents say”Honey, don't point! SHHHHHH!” Why is it so hard to accept other's differences? After all, we are unique! Some people feel it's the adults and others around us who teach us by example; That prejudice and fear or lack of understanding on their part, are the way in which we must all believe. Even though as kids we try to understand and are curious enough to pretend what it's like to be ”different“, we also grow up in a society where differences mean fear - rather than understanding. Maybe if we attempted to simulate life or one of life's challenges as a person with a disability we can help ourselves and others to understand and respect these ”differences”. Let’s join in speaking out to all those that lead our countries, in promoting greater tolerance and understanding of all the world's differences by talking and developing respect and tolerance for all the world's people - including those with disabilities!
Here are some interesting people with different disabilities:
“We keep moving forward, opening up new doors, and doing new things, because we're curious...
and curiosity keeps leading us down new paths.”
---Walt Disney
-Hans Christian Anderson (Famous Author) - Dyslexia
-Ludwig van Beethoven (Famous Musician) - Deaf
-Alexander Graham Bell (Great Inventor) - Learning Disability
-Winston Churchill(Prime Minister of England) - Dyslexia
-Walt Disney (Animator/ Movie Producer) - Dyslexia
-Thomas Edison (Great Inventor) - Dyslexia
-Albert Einstein (Great Physicist) - Dyslexia
-Helen Keller (Devoted Life to Persons with Disabilities) -Blind, Deaf, and Mute
-John Milton (Famous Author) - Visually Impaired
-General George Patton (War General)-Dyslexia
-Franklin D. Roosevelt (President of the United States)- Polio
-Leonardo daVinci (Famous Painter)-Dyslexia
-George Washington (President of the United States) - Dyslexia
-Woodrow Wilson (President of the United States) - Dyslexia
Dr. John Horner, Paleontologist
Jack has been a consultant to Steven Spielberg for the movies, “Jurassic Park” and “The Lost World”.
Dr. John (Jack) Horner remembers having trouble with math, reading, and foreign languages in school. He absolutely loved science, and searched out fossils with his dad in Montana as a boy. He looked at every science book he could get a hold of in his town, but he never really read them because he couldn't read. In high school he won every science fair with his innovative projects, but he still had problems memorizing for science tests.
Jack reported, “I only remember one B in my life. The rest were a few Cs, mostly Ds, and lots and lots and lots of Fs. But I always believed in myself. This came from knowing that there were other things that I could do better than anyone else. . . Throughout college, I learned a lot but I kept flunking out. I still couldn't memorize. It was also hard for me to keep up with lectures. In chemistry, I remember my teacher writing on the board and talking about something else at the same time. I couldn't follow either. And I could never keep up with all the reading.”
He got a job in paleontology at Princeton University fixing up all the dinosaur bones. It was there that he heard of dyslexia, to his relief. Once on vacation he discovered nests with baby dino bones in them, which was a new world find. He became the curator at the Museum of the Rockies and began teaching at the Montana State University in Bozeman. “I never make my students memorize for tests. Instead, they have to explain what they know.”
“Because I am dyslexic, I believe I offer a different approach to certain subjects. That comes with the way I think. I think differently, and that makes me ask questions differently.” Jack advises people that if they are interested in doing something, spend time doing it. “But do it your way; don't worry about other peoples' expectations.”
Jack has received a MacArthur Foundation Award (called the “Genius Award”), and he was the real life model for the paleontologist in the movie, Jurassic Park.
Invisible disabilities
Name: Lynda Appell
Email: fennel@visto.com
Date: 14 Oct 2005
Time: 20:28:20
Remote Name: proxy.iad4.netsetter.com
Remote User:
That's Funny You don't Look Like You Have a DisABILITY
Anyone can see that a man, woman, boy, girl who is in a wheel chair has a visible disability. Likewise seeing someone using a cane either as a walking aid or as help for someone who is blind.
Conversely someone who has an invisible disability, be it a learning disorder, a mental illness under control with treatment, a person with chronic debilitating pain and many other examples, too numerous to mention, are seen (unless their disability is known) as not having anything disabling about them.
I am not implying that persons with handicaps that are not readily seen are more disabled than those with a handicap that is readily visible. What I am saying that both visible and invisible disabilities can both be a hardship and, at times, even devastating to the individual. Just because a disability can not be seen doesn't mean it's any less disabling than one that can be seen by most people. This doesn't necessarily mean more so. It means that a visibility of disability should not be the sole criteria of who is considered disabled.
To me, there is one very important exception to the above. The person with an invisible disability has to deal with not only their disability but the public's attitude toward it. For it's easy to realize someone who is physically challenged as being impaired. It's harder to realize that a person who may look normal may also have impairment.
What is a learning disability?
LD is a disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways: as specific difficulties with spoken and written language, coordination, self control, or attention. Such difficulties extend to schoolwork and can impede learning to read, write, or do math. Learning Disabilities can be divided up into three broad categories. These types of learning disabilities include:
Developmental speech and language disorders
Academic skills disorders
“Other” a catch-all that includes certain coordination disorders and learning handicaps not covered by the other terms
My Life with Learning Disabilities
I was in Eighth Grade, I had a good school, great teachers and amazing friends but something was missing. I tried hard in school, but for some reason I wasn’t making it. I wasn’t getting the grades I thought I should have had, and I wasn’t getting what most of the others around me did. I was confused and disoriented, but thought nothing of it. Although my mother did, who is a teacher that worked with learning disabled children at the time. Although I never admitted that I was having trouble, nor did I believe I really was, my mom knew that something just wasn’t right with me, she knew this for she was surrounded all day by kids with the same problems.
She noticed it in me, and studied it, then finally she came to me and told me her thoughts. I was furious, furious to think my mother even thought there was something wrong with me, I thought she thought I was stupid, and couldn’t do anything on my own. I didn’t want to believe or even think that I could have a problem, I thought it was normal to have the problems I was facing and I ignored it. But my Mom insisted that I have testing done, just to see if there was something. So I finally gave in, hoping to prove to her that she was being foolish and that I was fine.
Well those tests ruined my life, they weren’t what I expected and they weren’t what I wanted to believe. I had this stereotype that people with learning disabilities were stupid and couldn’t be educated. I wasn’t about to admit to myself that I had one. My mom tried so hard for me to understand, that having a learning disability is okay, and that it doesn’t mean you're stupid, that it just means you learn differently than others and that there was nothing wrong with that, as long as I got the help I needed to help correct it. But that just wasn’t good enough for me. I was depressed and distraught about everything, I felt so let down from my mother and from everyone including myself. I felt like I was being babied and watched over constantly, and everything just became to cave in for me. But there was something I didn’t realize for a long time and it was until then that I understood.
It was high school, when I entered high school I was scared, scared of my classes, scared of all the new people, and just the overall atmosphere but I learned something about those classes, about those people, and about that atmosphere, that I wasn’t the only one. The experience of meeting people with the same kind of problems gave me more confidence and a greater understanding. I found out how much better I had it than some. Even people I knew for years but never knew they had one.
Things were starting to come together, I was seeing people around me deal with it daily, and by the end of the day defeat it like champions. These people were smart, these people were confident, these people were amazing, and these people were teenagers just like me. After really seeing that, my mind and eyes opened up to a greater understanding. I felt so bad for thinking that a person with a learning disability was stupid or incompetent, because they weren't, they weren’t at all and I wasn’t either. As hard as it was for me I accepted it, and I finally gave up the fight and gave in and got the attention and help I needed.
I won't lie I didn’t like it, but as much as I didn’t like it, it helped and I started to improve. I felt a lot better about myself and a lot better about school. I wasn’t as frustrated and annoyed anymore because I had found a way to do it and do it correctly, and it made school actually start to make sense. My Mom had tried to tell me these things all along, but I didn’t want to believe her, and she didn’t do this to me because she thought I was stupid, she did it because she cares, and she wanted me to do well and to understand school and not have it be some horrible struggle. I never noticed that, I thought she had lost all faith in me when all along she had more than I ever did.
Now as a junior in high school I am not afraid to say that I have a learning disability because I know I am smart, and like my mom always said I just learn differently and that’s what I now believe make all of us with learning disabilities beautiful and unique.
Teaching Aims
1 . find out two forms of “the subjunctive mood”
(1) wish. (that) sb. did/ were
(2) If….did/ were…, …would/ should/ could/ might…;
2.Try to use them in language situations, such as pictures,dialogues and passages.
3. Form a good habit in grammar learning enhancing the students’ confidence in learning abilities.
Teaching Procedures
StepⅠ Free talk and lead-in
1.Talk about wishes and try to identify the use of Subjunctive Mood
We wish you a Merry Chrismas
= We wish you will have a Merry Chrismas →(likely to happen)
I wish I were a student as young as you → ( )
2.Questions:
What mood is used in the sentence above?
Step ⅡSubjunctive Mood
1. wish- clause in the subjunctive mood
1)Discribing pictures using wish clauds of the subjunctive mood
I wish every day were my birthday.
He wishes he were as tall as Yao Ming.
I wish I could fly like a bird.
I wish/wished I hadn’t eaten so much watermelon.
I wish it would rain tomorrow.
2).Change the following sentences.
e.g. I’m not a girl.
I wish I were a girl.
1. I can’t solve my problem.
I wish I could solve the problem.
2. He didn’t pass the exam.
He wished he had passed the exam.
3. We are afraid the performance won’t go well tomorrow.
We wish the performance would go well tomorrow.
3).Summary the sentence patterns
现在
wish clause 过去
将来
4)．Pair work
If today were your birthday and you could achieve your wish, tell your partner what wishes you want to have.
A: Happy Birthday to you!
B: Thank you!Welcome to my birthday party!
A:Today is your birthday.Would you like to tell me your birthday wishes?
B: Oh! I wish …….
3.If …..sentence structure in the subjunctive mood
1).Expressing pictures using wish clauds of the subjunctive mood
If I had enough money,I would have bought a big house
If I had a chance now,I would have a voyage and travel on the island
If he had been more careful, he wouldn’t have had the car accident yesterday.
If I should live in the South Pole,I would be willing to
If I were to take part in the game tomorrow, I would be the winner.
2). Try to fill in the blanks with the proper form of the words given in the brackets.
1.People say that the art exhibition is worth seeing.I wish I ____ (can) go with you but I’m busy these days
2.If I ____ (can) paint ,I _____ (paint) you an absract painting in the style of Matisse.
3.We don’t know her address. If we ____ (know) it ,we ________ (send) her a big bunch of flowers.
4.If you _______ (take) my advice this morning, you __________________ (miss) the bus.
5.It’s Miss Liang’s birthday next monday.I wish I ____ (can) take her out to a superb restaurant for dinner,but I’ll be on business
6.I really appreciate your helping .Without your help,we ______________ (not complete) the project tomorrow
7.If Peter __________(come) to our shool, he ______ (can) go to our art classroom
3).Summary the sentence patterns
If从句 主句
现在
过去
将来
4).Distinguish the differences between a factual situation and a wish
Write F if the sentence refers to a factual situation,and write W if it refers to a wish
1.He would come to the party if he didn’t have to work. ( ) = He wants to come,but he can’t just beacause he has to work.
2.If he has time,he always walks into the cafe and asks for a cup of coffee. ( )
= He always walks into the caffe and asks for a cup of coffee when he has time.
3.If I had enough money I would buy a new car.( )
4.I’ll go with you to the gallery if it doesn’t rain tomorrow.( )
5)Practise
Change the following statements into wishes
1.He has no right to choose his holiday,so he can’t go to Mexico.
●If he _____ right to choose his holiday,he would go to Mexico.
2. I can’t eat shellfish because I am allergic to them.
● If I were not allergic to shellfish,I _______________________.
3.As the marble stature is too large for her garden,the housewife won’t buy it.
●If _________________________________________,the house wife would buy it.
4.We know very little about the disease, so we are abe to treat the patients very effectively.
StepⅢ Play a game,following the example
Eg.I want to have a car.What would happen.if I had a car?
● If you had a car ,you would have an accident.
● If you had an accident, you would have to be sent to hospital
● If you were sent to hospital,we would go to see you
(1)If I were the principal (校长)of the shool,I …..
(2) If I graduated from shool,I……
StepⅣ Summary
Make a quick review about what we have learnt today.
StepⅤwrite a passage
Ss are asked to prepare a passage under the following instructions.
If you were the principal（校长）of the school, what measures would you take to make a difference?
Organize your measures and write a campaign speech (竞选演说稿）----- “If I Were Mr. Principal”.
Please prepare your campaign speech in this way:
Good morning, ladies and gentlemen. I’m honored here to give you a speech. First of all, I’m sure I have all the qualities a principal needs. I’m proud I’m the very person. How I wish I were Mr. Principal!
If I were Mr. Principal, I would
Use as many sentences as possible with the following two structures.
(1) If….did/ were…, …would/ should/ could/ might…;
(2) wish. (that) sb. did/ were
Unit 14 Festivals
Teaching aims and demands
Goals:
1. Talking about festivals and customs
2. Practise expressing and supporting an opinion
3. Use the Modal Verbs---must, have to and have got to
4. Write an invitation for a festival
Useful expressions:
Expressing and supporting an opinion
In my opinion we should...I believe we should...
I don't think it's necessary to... We must decide...
I hope we can make a decision. If we do this, we can...
I think that...should...
Useful phrases:
dress up; in one's opinion; play a trick on sb; take in
Grammar: Modal Verbs---must, have to and have got to
Teaching plan I
I. Warming up
Step 1: Presentation.
Do you know what is called the Christmas of China? The Spring Festival. Yes. The oldest and most important festival in China is the Spring Festival. Each country and each nation has its own festivals. Today we are going to learn something about the different festivals.
Step 2: Get the students to look at the pictures and discuss the questions.
Step 3: If the Ss cannot easily discuss these questions in pairs, put them into small groups of four.
Step 4: Encourage Ss to answer these questions as best they can and not to worry too much about finding correct responses.
II. Listening
Step 1: Listen to the tape and finish the exercises.
Step 2: The festival that pairs choose to discuss may be either a Chinese or foreign festival. If it is a Chinese festival, pairs should discuss how it is celebrated in different areas.
Step 3: Ss can think of questions to ask one another in groups or they can use the chart on page 8 in the SB.
III. Speaking
Step 1: Work in groups of four and discuss why your holiday is the best one.
Step 2: Four topics: 1. Peace Day 2. Happiness Day 3. Friendship Day 4. Nature Day
Step 3: Write a role card using the model provided if needed.
IV. Language points
1>If you don't know of any festivals, you can ask your teacher for help.
know of
[用法]知道;了解,懂得(同know about)
[举例]There is one or two things I'd like to know about.
有一两件事我很想知道。
ask for
[用法]1. 要,要求 2. 找(人)
[举例]The miners are asking for another increase in pay.
煤矿工人正在要求再次加薪。
There's an old man at the door, asking for you.
门口有一位老人找你。
2>When is the festival celebrated?
celebrate
[用法]vt. 庆祝 vi. 庆祝,过节
[举例]We held a party to celebrate our success.
我们举行宴会庆祝我们的成功。
Today is his birthday, so we're going to celebrate.
今天是他的生日,所以我们要庆祝一下。
[联想]celebration n. 1.庆祝 2.庆祝活动,庆典[C]
[举例]The party was in celebration of Mother's silver wedding.
聚会是为庆祝母亲的银婚。
A Fourth of July celebration includes a display of fireworks.
七月四日独立纪念日庆典包括燃放烟火。
3>What are some important themes, for example 'family' and 'peace'?
theme
[用法]n.[C]1. 论题,话题,题目 2. 主题,主题思想;题材 3. (学生的)作文,文章
[举例]The main theme of discussion was press censorship.
讨论的主题是新闻审查制度。
The theme of the poem is love and peace.
这首诗的主题是爱与和平。
Our school themes must be written in ink and on white paper.
我们学校的作文要用墨水写在白纸上。
4>The two main popular symbols of Easter are the Easter Bunny and Easter egg.
symbol
[用法]n.[C]1. 象征,标志[(+of)] 2. 记号,符号[(+for)]
[举例]The white bird is a symbol of freedom.
这白色的鸟是自由的象征。
We use x as the symbol for an unknown quantity.
我们用x表示一个未知数。
5>No fighting or conflicts are allowed on Peace Day.
conflict
[用法]n.[C]1. 冲突,抵触,不一致,分歧(+between) 2. 斗争,争执,战斗(+between)
[举例]This is an irreconcilable conflict.
这是一个不可调和的矛盾。
Armed conflict is likely to break out between the two countries.
这两国间有可能发生武装冲突。
6>No pollution or destruction of natures is allowed.
destruction
[用法]n.1. 破坏; 毁灭; 消灭
[举例]The flood caused serious destruction to the railway.
洪水严重毁坏了铁路。
[联想]construction n.1. 建造, 建设; 建造术 2. 建筑物,建造物[C]
[举例]The new school is still under construction.
新学校还在建造中。
The building is a construction of wood.
这是木质结构的建筑。
V. Homework
1. Finish doing the listening exercise on workbook.
2. Prepare for the reading text.
Teaching plan II for Reading
I. Pre-reading
Step 1. Presentation
All Chinese know something about the Spring Festival. All Americans know something about Christmas. Both of them are important holiday in the world. Do you want to know about some other festivals, such as Kwanzaa? Today your curiosity will be met.
Step 2. Tell the students to work in groups. One student in each group asks the other group members the four pre-reading questions. Visit each group and make sure that each group member participates. Help the students with vocabulary if necessary.
Step 3. Ask the group leaders to summarize the discussion and report to the class. Compare answers from different groups and have a short discussion.
II. Reading
Step 1. Tell the students to read the text once and then make an outline of the text.
Step 2. Read the text fast and find out why and when Kwanzaa was born.
Step 3. Get the students to read the text again and find the answers to the following questions.
1. When was Kwanzaa born?
2. Why did people celebrate Kwanzaa?
3. What was the largest language in Africa?
4. What are the seven principles of Kwanzaa?
5. When do people celebrate Kwanzaa?
Reference answers：
1. In 1966
2. African-Americans wanted to celebrate their history and culture.
3. Swahili
4. Unity, Self-determination, living together, working together, purpose, creativity, Faith
5. From December 26 to January 1
Step 4. Play the tape and ask the students to listen and follow.
III. Notes
1>The day following Christmas Day, many African-American families get together to greet the new year.
get together
[用法]聚集
[联想]get-together n. 聚会;联欢会
2>The African-American festivals had many things in common: people would get together to celebrate their harvest.
have sth in common
[用法]见高一上册 unit 11
would
[用法]此处：(表示过去的习惯)总是,总会，常常
[举例]He would sit silent for hours.
他常常接连好几个小时默默地坐着。
3>They used to honour their ancestors, celebrate their past, and the group or society they lived in.
honour
[用法]n.1. 荣誉;名誉,面子 2.光荣的事或人(+to) 3. 敬意
vt.1. 使增光;给...以荣誉 2. 尊敬
[举例]We fight for the honor of our country.
我们为祖国的荣誉而战。
He is an honor to our school.
他是我们学校的光荣。
Children should be taught to show honor to their elders.
应该教育孩子尊敬长者。
You honor us with your presence.
您的莅临是我们的光荣。
Will you honor me with a visit?
可否光临指教?
He honors his teachers.
他尊敬他的老师。
4>The festivals were a way to celebrate history and culture, as well as the new year.
as well as
[用法]见高一上册 unit 3
5>We should believe in our family, our people, our teachers and our leaders.
believe in
[用法]1. 信仰 2. 信任 3. 相信...的效用
[举例]Christians believe in Jesus.
基督徒信仰耶稣。
We believe in him.
我们信任他。
Jim believes in fresh air and morning exercises.
吉姆坚信新鲜空气及早****有益处。
6>People celebrate Kwanzaa can enjoy the spirit of their holidays without all the commercial activities of Christmas.
commercial
[用法]a.1. 商业的;商务的 2. 营利本位的;商业性的
n. (电视、广播中的)商业广告[C]
[举例]a commercial traveller
旅行推销员
commercial records
商业性的唱片
The TV show was interrupted by too many commercials.
那档电视节目插进的商业广告太多了,不断被打断。
7>People celebrate it by lighting a candle each day and discuss one of the seven principles of Kwanzaa.
light
[用法]vt.1. 点(火);点燃(+up) 2. 照亮(+up) 3. 使容光焕发(+up)
vi.1. 点着 2. 变亮
[举例]He lit a match.
他划着了一根火柴。
The room is brilliantly lighted up and full of guests.
房间里灯火辉煌,宾客济济。
A smile of triumph lit up her face.
她的脸上闪耀着胜利的微笑。
The match lights easily.
这火柴容易划着。
Her face lighted up at the good news.
她听到这好消息脸上露出了喜色。
principle
[用法]n. 原则;原理[C]
[举例]I take this seriously. It's a matter of principle.
我对此很认真。这是原则问题。
8>Each time we celebrate a festival it changes a little and in that way we keep our culture alive.
Each time
[用法]这里，同 every time，在句中做连词。类似的用法还有一些，请大家注意积累。
9>Our ancestors celebrated the birth of children by giving away red eggs.
give away
[用法] 赠送;分发
[举例]She gave away all her money to the poor.
她把钱都送给穷人了。
10>They made peace after Peter treated her to a nice lunch.
treat
[用法]招待；款待。详见高一上册 unit 12
IV. Post-reading
Discuss the questions in groups, and finish doing them one by one.
Answers to the exercises:
1. 1 People created the holiday so African-Americans could celebrate their history and culture.
2 Many holidays celebrate the arrival of a mew season or a new harvest.
3 All three reunite families.
4 As these questions are a matter of opinion, answers will vary. Of course, some of the principles listed in the reading passage must be included in any good response.
2. False: 1 4 5 True: 2 3 6
V. Homework
1. Ask the Ss to remember to new words and phrases learned in class.
2. Finish doing the vocabulary exercises both on student book and workbook.
3. Prepare for the part of Grammar.
Teaching plan III for Language study
I. Word study
Answers to the exercises:
1. theme, faith, purpose
2. nations, determination
3. joy, ancestors, birth
4. peace, treated
II. Grammar: the Passive Voice
Step 1. Presentation
In the Spring Festival, something is not allowed. For example, floors may not be swept on the first day of New Year. Anyone who breaks a dish or a glass on this day must quickly say “Peace for all time” to avoid incurring misfortune. So if you want to say it is necessary for someone to do something, you use “must” or “have to”. Today we'll learn Grammar-Modal Verbs: must, have to.
Step 2. Get the students to know about Modal Verbs(2)--must, have to, have got to.
1 能够用英语表达做某事的重要性或必要性---must/have to/have got to
2 能够用英语表达做某事不重要或不必要---don't have to/haven't got to
3 能够用英语坚决表达某事不可接受或不可取---must not
Step 3. Look at the table and decide which is necessary and which is not. Make sentences using “must, have to, have got to”.
Step 4. Help the Ss finish doing the exercises of this part.
III. Homework
1. Ask the students to finish Grammar Ex. on Wb.
2. Prepare for integrating skills.
Teaching plan IV for Integrating Skills
Step 1. Play the tape for the students to listen.
Step 2. Read the text quickly and work in pairs and ask the questions according to the table. One asks the question. The other answers. Try to form as many questions as possible.
Step 3. Reading and writing
1. Ask the student to complete the chart in the book and use the outline to write a comparison essay.
2. Create your own festival. Fill in the blank on Page 14.
Step 4. List the language points.
1>It is the reminder that we need to care about the world we live in.
reminder
[用法]n.[C]1. 提醒者,提醒物,令人回忆的东西
2. 提示,帮助记忆的记号
2>The festival honours both the living and the dead.
the living and the dead
[用法]the+形容词表示一类
3>It is not a sad day, but rather a time to celebrate the cycle of life.
cycle
[用法]n.[C]1. 周期;循环;一转 2. 整个系列;整个过程 3. 脚踏车;摩托车
vi./vt. (使)循环,轮转 vi. 骑脚踏车(或摩托车)
[举例]The seasons of the year make a cycle.
一年四季构成一个循环。
He studied the cycle of events leading to the Great Depression.
他研究了导致大萧条的一系列事件。
She goes to work on her cycle.
她骑脚踏车上班。
The machine cycles automatically.
这台机器自动循环运转。
I cycled to the beach.
我骑车去海滩。
4>Our friends play tricks on us and try to fool us.
trick
[用法]n. 1. 诡计;骗局;谋略;花招 2. 恶作剧 3.戏法,把戏;特技,妙计
vt./vi.1. 哄骗
[举例]He got into the castle by a trick.
他耍了个花招混进了城堡。
Daily practice is the trick in learning a foreign language.
每天练习是学会一门外语的诀窍。
No one understood how I did the card trick.
谁也没有看出来我是怎样玩纸牌戏法的。
Magicians often perform tricks such as pulling a rabbit out of a hat.
魔术师常常变从帽子抓出兔子的戏法。
They tricked me into making a mistake.
他们骗我犯错。
5>If a person is taken in, he or she is called 'April Fool'.
take in
[用法]1. 让...进入;接受 2. （此处）欺骗
Step 5. Homework:
1. Preview the reading AMERICAN COUNTRY MUSIC on Wb.
2. Finish the Writing on P150.
Teaching plan V for Exercises and Revision
Step 1. Check the Ss’ work to make sure if they have finished their homework.
Step 2. Check the answers of the exercises on workbook and list the language points on workbook.
1>It is likely that people have celebrated harvest festivals even since they began to plant and gather food.
likely
[用法]a.1. 很可能的[+to-v][+that] 2. 适当的,正合要求的[(+for)]
[举例]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。
2>On each day there is a special event: a parade of elephants, fireworks and dances.
parade
[用法]n. 行进,行列,游行[C]
vt. 在...游行,在...列队行进
vi. 游行,列队行进
[举例]A parade was held on New Year's Day.
元旦那天举行了游行。
The circus performers and animals paraded the streets.
马戏团的演员和动物在大街游行。
The soldiers paraded by.
士兵们列队走过。
3>The boats used are beautifully painted and decorated with flowers.
decorate
[用法]vt./vi. 装饰,修饰
[举例]The great hall was decorated with flowers.
大厅里装饰着花朵。
4>The king is so popular that the gods become jealous and send him away.
jealous
[用法]a. 妒忌的(+of)
[举例]He was jealous of his friend's reputation.
他妒忌朋友的声誉。
Why is he so jealous?
他为何这么会妒忌?
5>A very special event takes place the night before ChuSuk.
take place
[用法]用法见高一上册 unit 4
6>...the yearly festivals represent our love for family, friends and life.
yearly
[用法]a. 每年的,一年一次的 ad. 每年;一年一度
[举例]I make a yearly trip to the mountains.
我每年进一次山。
Interest is paid yearly.
利息一年支付一次。
Step 3. Let the students ask questions if they get any problem while doing the exercises.
Step 4. review the useful expressions:
Expressing and supporting an opinion
In my opinion we should...I believe we should...
I don't think it's necessary to... We must decide...
I hope we can make a decision. If we do this, we can...
I think that...should...
Step 5. Review the useful words and phrases:
dress up; in one's opinion; play a trick on sb; take in
Step6. Review the grammar: the Passive Voice
1 能够用英语表达做某事的重要性或必要性---must/have to/have got to
2 能够用英语表达做某事不重要或不必要---don't have to/haven't got to
3 能够用英语坚决表达某事不可接受或不可取---must not
Step 7. Homework
1. Remember the new words and phrases of this unit.
2. Prepare for the next unit .
第一部分
教学设计说明
About the topic and the structures
单元话题和结构 本单元主要围绕具有多元文化的美国这一主题展开，重点介绍了加利福尼亚的多元文化特征，使学生对加州移民有深入了解并认识到“美国是民族的熔炉”。通过本单元学习，培养学生跨文化交际意识，进一步拓宽视野，为终身学习奠定良好基础。通过本单元的语言技能训练，要求学生掌握书面表达中如何使用“方向和位置（direction and position）来介绍一个地方或描述一个事件，以及鼓励别人说话的方法。
本单元语言功能项目是：激励、方向和位置。
本单元语言结构项目是“复习名词从句作主语、宾语和表语”。
本单元还要求学生学习写作“非时间顺序报道：地点描写”。
《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。
Period 1
Reading
阅读课 Warming Up 课本用一幅美国地图启发学生运用他们已有的知识，以看图填充形式引导学生对美国的地理位置有个全面的认识，同时有助于学生弄清楚加利福尼亚州在美国所处的位置，美国西部山脉、五大湖、最长河流及主要城市等。让学生通过英文释义得出具体地名然后填图，有利于培养学生用英文思维的能力。教师也可以采用本书提供的Warming up by talking about California进行热身活动。
Pre-reading 通过Pre-reading by discussing，学生观察图片（包括“阅读”部分的图），叙述加州的土著人、金矿工和中国城的情况，进行讨论，为后面的阅读做铺垫。
Reading 介绍了加利福尼亚州的美洲土著人、西班牙人、俄罗斯人、金矿工人、后来移民、最近移民与未来移民，使学生进一步认识到加州是一个多民族、多文化的地方，并对加州的变化、发展过程有了更深的了解。教师可以参考使用本书提供的下列程序：Reading for forms; copying and making sentences; transferring information; reading the text again to draw a diagram of it and retell the story in your own words; closing down by writing a history account 帮助学生从形式到内容两方面掌握课文、活用课文。
Period 2
Learning about language
知识课 Learning about Language 课堂辅导应该贯彻讲练结合，精讲多练的原则，教师的讲解应该帮助学生比较确切地了解语法规则的概念、结构和用法，要突出语法现象中的难点、疑点和重点。适量的练习可以帮助学生在语言实际的实践中逐步掌握符合语法规则的语言表达方式。教师可以参考使用本书提供的下列程序: Warming up by talking about Hollywood; Learning about English word formation and discovering useful words and collocations; Revising Noun Clauses ; Closing down by watching The Incredibles, a Hollywood movie
Period 3
Using language
运用课 Using Language课本围绕加利福尼亚州这个话题设计练习。”Listening and speaking”练习形式活泼多样，有听录音、填写明信片、填写表格、讨论、问答活动等，容易使学生产生身临其境之感。此外，练习还要求学生变换角色编对话，增强语言的交际性。“Reading and writing”部分以“George’s diary”为主线设计了丰富多彩的练习，使人目睹加州美丽的自然风光和人文景观，领略加州文化。本部分把读、写有机地结合在一起，并注重培养学生的语篇意识，注重学生综合语言运用能力的提高。建议教师参考使用本书提供的下列程序进行教学: Warming up by listening and reading aloud; Reading for forms; Copying and making sentences; Making sentences of Noun Clauses ; Closing down by reading and writing travel diaries。
实际教学过程课时划分建议
Period 1
将Warming Up、Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
Period 2 将Learning about language 和Workbook中的 USING WORDS AND COLLOCATIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。
Period 3 将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。
Period 4 将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。
Period 5 将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。
第二部分
教学资源说明
Section 1
Background
背景 围绕单元话题“Festival around the world”，《金色教案》提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Section 2
Explanation
解析 重点针对“阅读课型”中的课文难句，《金色教案》不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。
Section 3
Vocabulary
词汇 按照课本单元词汇表顺序，《金色教案》重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。
第三部分
教学测评说明
围绕单元词法、句法项目，《金色教案》提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。
Period 1 A sample lesson plan for reading
(CALIFORNIA)
Introduction
In this period, after the warming up, students will be guided to pre-read by discussing, read for forms, copy and make sentences. Then they shall read the text to transfer information. Next they will read the text again to draw a diagram of it and retell the story in their own words. The period will end by students writing a history account.
Objectives
To help students understand the text’s forms and contents and learn about a land of diversity
To help students communicate on the topic in focus with the words, collocations and structures learned in this unit
Focus
Words illustrate, indicate, swap, slip, hire, insert, react
Collocations by means of, occur to, team up with, mark out, take in, a great many
Patterns 1. Exactly when the first people arrived in what we now know as California, no one really knows.
2. However, in 1846 the United States declared war on Mexico and after it lost the war, Mexico had to give California to the United States.
3. Although Chinese immigrants began to arrive during the Gold Rush Period, it was the building of the railway from the west to the east coast that brought even larger numbers to California in the 1860s.
4．Now that you have read the text, you know a lot more about the pictures on pages 1-3.
Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedures
1. Warming up by talking about California
California is a state located on the west coast of the United States. It is by far the most populous state in the U.S., as well as the most physically diverse, with the highest and the lowest points in the lower 48 states located within 150 miles of each other. If California were an independent nation, it would have the fifth largest economy in the world (after the rest of the U.S., Japan, Germany, and Britain; see economy of California). The state's official nickname is “The Golden State” in reference to California's 1849 Gold Rush. [1] California's U.S. postal abbreviation is CA, and its Associated Press abbreviation is Calif.
2. Pre-reading by discussing
Look at the pictures on page 1. Discuss them in pairs.
The famous Hollywood sign, a symbol of the city's world famous entertainment culture.
Silicon Valley is a commonly used nickname for the southern part of the San Francisco Bay Area in northern California, USA, originally referring to the concentration of silicon chip innovators and manufacturers, but eventually becoming a metaphor for the entire concentration of high tech businesses.
3. Reading for forms
Read the text to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.
4. Copying and making sentences
A collocation is two or more words that often go together. These combinations just sound “right” to native English speakers, who use them all the time.
Then how to learn collocations?
Be aware of collocations, and try to recognize them when you see or hear them.
When you learn a new word, write down other words that collocate with it.
Read as much as possible. Reading is an excellent way to learn vocabulary and collocations in context and naturally.
Revise what you learn regularly. Practice using new collocations in context as soon as possible after learning them.
While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.
Useful collocations from CALIFORNIA
the third largest state in the USA美国第三大州, have the largest population人口最多, the most multicultural state in the US 美国最具多元文化的州, know the history of California了解加州的历史, at various times 在不同的时代, attract… from… 吸引了来自……的…, it is likely that… 很有可能……, at least fifteen thousand years ago 至少在15,0以前, by means of… 通过……, a land bridge 大陆桥, exist in prehistoric times史前时期曾经存在过， in the 16th century 在16世纪，after the arrival of … 在……来到……之后, force… into slavery 迫使……成奴隶, in addition 此外, die from… 死于……, survive the terrible times 经历着些恐怖时期而活了下来, be ruled by… 被……所统治, in the early 16th century 在16世纪初期, fight against…与……打仗, take the land 夺去了土地, two centuries later 两个世纪以后, along the northwest coast of… 在……西北沿海地区， religious men 宗教人士, teach the Catholic religion to… 向……传授天主教， gain one’s independence from… 从……获得了独立, declare war on… 向……宣战, lose the war 战败, a strong…influence in… 在……仍保持……的影响, over 40% of … 有40%多的……, speak…as a first or second language 把……作为第一或第二语言, in the early 1800s 在19世纪初期, live in and around… 住在……及附近， the dream of becoming rich quickly 发财梦, achieve one’s dream of becoming rich 圆了发财梦, make a life for oneself 过自己的生活， become the thirty-first state 成为第31个州, a multicultural society一个多元文化的社会, during the Gold Rush Period在淘金热时期, from the west to the east coast 从西海岸到东海岸，bring even larger numbers to…吸引了更大批量的……到……， a large percentage 很大比例， stay in the “Chinatowns” of…… 住在……的“中国城”, establish a town of one’s own建立了他们自己的城镇, keep up one’s culture 保持着自己的文化, establish the film industry 建立的电影行业, have the second largest Jewish population 拥有第二大的犹太人口, at the beginning of the 20th century 在20世纪初期, work in the ship and aircraft industries 在船厂和飞机厂工作, in more recent decades 在最近的几十年里, since its beginning in the 1970 从20世纪70年代开始， the mix of nationalities 多种国籍的混合, major racial or cultural groups主要的种族或文化群体, a mixture of many races and cultures多种族、多文化的混合体
5. Transferring information
Now you are going to the text again to note down the most important events in the California history.
CALIFORNIA
Native Americans Native Americans living in California at least fifteen thousand years ago; crossing the Bering Strait from Asia to Alaska by
means of a land bridge; in the 16th century the native People suffering greatly
The Spanish In the18th century, California being ruled by Spain; first arriving in South America in the early 16th century; two centuries later, the Spanish having settled in most parts of South America and along the northwest coast of what we now call the Untied States; there being still a strong Spanish influence in the state
Russians In the early 1800s, Russian fur trappers settling in California; today there being about 25,000 Russian-Americans living in and around San Francisco
Gold minors In 1848, gold being discovered in California; the nearest, and the first to arrive being were South Americans, and people from the United States; adventurers from Europe, then later from Asia and even the Pacific Islands arriving soon after; California becoming the thirty-first state of the United States of America in 1850, being a multicultural society
Later arrivals the building of the railway from the west to the east coast bringing larger numbers of Chinese to California in the 1860; Italians arriving in California in the late 19th century; in 1911 immigrants from Denmark establishing a town of their own; by the 1920s the film industry being well established in Hollywood，California; today California being the second largest Jewish population in the United States; Japanese farmers arriving in California at the beginning of the 20th century; people from Africa living in California since the 1800s
Most recent arrivals In more recent decades, California having become home to people from Asia, including Cambodian, Koreans, Vietnamese and Laotians
The future People from different parts of the world still immigrating to California
6. Reading the text again to draw a diagram of it and retell the story in your own words
Most texts have a three-part structure-introduction, body, and conclusion. You can see this structure in texts whether they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the text plays an important role in communicating writer’s meaning to the reader. Now read the text for its structure and draw a text diagram. Retell the text story with the help of the diagram if possible.
Type of writing and summary of CALIFORNIA
A expository writing of CALIFORNIA
Part 1:Native Americans ● Native Americans living in California at least 15,000 years ago
Part 2:
The Spanish ● In the18th century, California being ruled by Spain;
● The Spanish first arriving in South America in the early 16th century
Part 3: Russians ●In the early 1800s, Russian fur trappers settling in California
Part 4:
Gold minors ●In 1848, gold being discovered in California
Part 5: Later arrivals ●Chinese coming to California in the 1860;
Italians arriving in California in the late 19th century
Part 6:
Most recent arrivals ●In more recent decades, California becoming home to people from Asia
Part 7:
The future ●People still immigrating to California
7. Closing down by writing a history account
To end this period you are to write a history account of your own city. You are required to use the collocations from the text you have just learned this period.
The brief history of Guangzhou
Guangzhou is the third largest city in China. And it not only has the third largest population in the country, but also is the most multicultural city. Few people in the North know the history of Guangzhou. At various times, people have been attracted from all overt China to this beautiful city. The first people arrived here the pre-history years. It is likely that, at least fifteen thousand years ago, the northern people had crossed the Changjiang River to come to this city by means of small boats which had been existing in prehistoric times. In the 16th century，people here suffered greatly from both flooding and drought. Many of them were forced into slavery. In addition, many died from terrible illnesses. But the strongest survived the terrible times.
…
…
Period 2 A sample lesson plan for Learning about Language
(Revise Noun Clauses )
Introduction
In this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then to discover and learn to use the following useful structures: noun clauses . The following steps of teaching may be taken: Warming up by talking about Hollywood; Learning about English word formation and discovering useful words and collocations; Revising Noun Clauses ; Closing down by watching The Incredibles, a Hollywood movie.
Objectives
To help students Revise Noun Clauses
To help students discover and learn to use some useful words and collocations
To help students discover and learn to use some useful structures
Procedures
1. Warming up by talking about Hollywood
Hollywood is a district of the city of Los Angeles, California, U.S.A., situated northwest of Downtown. Due to its fame and identity as the historical center of movie studios and stars, the word “Hollywood” is often used colloquially to refer to the American film industry. Today much of the movie industry has dispersed into surrounding areas such as Burbank and the Westside, but significant ancillary industries (such as editing, effects, props, post-production, and lighting companies) remain in Hollywood.
2. Revising Noun Clauses
We have leaned about Revising Noun Clauses before. Before we do the four grammar exercises on page 5 let’s revise Noun Clauses first.
English Grammar:名词性从句
一、主语从句
1. It 作形式主语和it引导强调句的比较
It 作形式主语代替主语从句，主要是为了平衡句子结构，主语从句的连接词没有变化。而it引导的强调句则是对句子某一部分进行强调，无论强调的是什么成分，都可用连词that。被强调部分指人是也可用who/whom。例如：
It is a pity that you didn’t go to see the film.
It doesn’t interest me whether you succeed or not.
It is in the morning that the murder took place.
It is John that broke the window.
2. 用it 作形式主语的结构
(1) It is ＋名词＋从句
It is a fact that … 事实是…… It is an honor that ……非常荣幸
It is common knowledge that ……是常识
(2) it is ＋形容词＋从句
It is natural that… 很自然…… It is strange that… 奇怪的是……
(3) it is ＋不及物动词＋从句
It seems that… 似乎…… It happened that… 碰巧……
(4) it ＋过去分词＋从句
It is reported that… 据报道…… It has been proved that… 已证实……
3. 主语从句不可位于句首的五种情况
(1) if 引导的主语从句不可居于复合句句首。
(2) It is said, (reported) …结构中的主语从句不可提前。例如：
It is said that President Jingo will visit our school next week. (right)
That President Hu will visit our school next week is said. (wrong)
(3) It happens…, It occurs… 结构中的主语从句不可提前。例如：
It occurred to him that he failed in the examination. (right)
That he failed in the examination occurred to him. (wrong)
(4) It doesn’t matter how/whether …结构中的主语从句不可提前。例如：
It doesn’t matter whether he is wrong or not. (right)
Whether he is wrong or not doesn’t matter. (wrong)
(5) 含主语从句的复合句是疑问句时，主语从句不可提前。例如：
Is it likely that it will rain in the evening? (right)
Is that will rain in the evening likely? (wrong)
4. What 与that 在引导主语从句时的区别
What 引导主语从句时在从句中充当句子成分，如主语、宾语、表语，而that 则不然。例如：
1) What you said yesterday is right. 2) That she is still alive is a consolation.
二、宾语从句
1. 作动词的宾语
(1) 由that引导的宾语从句（that 通常可以省略）,例如： I heard that be joined the army.
(2) 由what, whether (if) 引导的宾语从句，例如： 1) She did not know what had happened.
2) I wonder whether you can change this note for me.
(3) 动词＋间接宾语＋宾语从句。例如： She told me that she would accept my invitation.
2. 作介词的宾语
例如：Our success depends upon how well we can cooperate with one another.
3. 作形容词的宾语
例如：I am afraid (that) I’ve made a mistake.
That 引导的从句常跟在下列形容词后作宾语：
Anxious, aware, certain, confident, convinced, determined, glad, proud, surprised, worried, sorry, thankful, ashamed, disappointed, annoyed, pleased, hurt, satisfied, content 等。也可以将此类词后的that 从句的看作原因状语从句。
4. It 可以作为形式宾语
It 不仅可以作为形式主语，还可以作为形式宾语而真正的宾语that 从句则放在句尾，特别是在带复合宾语的句子中。 例如：
We heard it that she would get married next month..
5. 后边不能直接跟that 从句的动词
这类动词有Allow, refuse, let, like, cause, force, admire, condemn, celebrate, dislike, love, help, take, forgive等。这类词后可以用不定式或动名词作宾语，但不可以用that引导的宾语从句。例如：I admire their winning the match. (right) I admire that they won the match. (wrong)
6. 不可用that从句作直接宾语的动词
有些动词不可用于“动词＋间接宾语＋that从句“结构中，常见的有Envy, order, accuse, refuse, impress, forgive, blame, denounce, advise, congratulate等。例如：
He impressed the manager as an honest man. (right)
He impressed the manager that he was an honest man. (wrong)
7. 否定的转移
若主句谓语动词为Think, consider, suppose, believe, expect, fancy, guess, imagine等，其后的宾语从句若含有否定意义，一般要把否定词转移到主句谓语上，从句谓语用肯定式。例如：
I don’t think this dress fits you well.（我认为这件衣服不适合你穿。）
三、表语从句
表语从句在复合句中作表语的名词性从句，放在系动词之后，一般结构是“主语＋连系动词＋表语从句”。可以接表语从句的连系动词有be, look, remain, seem等。引导表语从句的that常可省略。另外，常用的还有the reason is that… 和It is because 等结构。例如：
1) The question is whether we can make good preparation in such a short time.
2) This is why we can’t get the support of the people
3) But the fact remains that we are behind the other classes.
4) The reason he is late for school is that he missed the early bus.
四、同位语从句
同位语从句就是在复合句中作名词的同位语的名词性从句。
1. 同位语从句的功能
同位语从句对于名词进一步解释，说明名词的具体内容，一般由that引导，例如：
1) The king’s decision that the prisoner would be set free surprised all the people.
2) The order that all the soldiers should stay still is given by the general.
2. 同位语在句子中的位置
同位语从句有时可以不紧跟在它所说明的名词后面，而是被别的词隔开。例如：
He got the news from Mary that the sports meeting was put off.
3. 同位语从句与定语从句的区别
(1) 定语从句中的that既代替先行词，同时以在从句中作某个成分（主语或宾语），而同位语从句中的that是连词，只起连接主句与从句的作用，不充当句中任何成分。
(2) 定语从句是形容词性的，其功能是修饰先行词，对先行词加以限定，描述定的性质或特征；同位语从句是名词性的，其功能是对名词进行补充说明。例如：
1) The news that he told me is that Tom would go abroad next year.（他告诉我的消息是汤姆明年将出国。）（第一个that引导的从句是定语从句，that在从句中作宾语）
2) The news that Tom would go abroad is told by him.（汤姆将出国的消息是他讲的。）（同位语从句，that在句中不作任何成分）
Now you may turn to page 5 and finish the four grammar exercises in pairs.
3. Closing down by watching The Incredibles, a Hollywood movie
Plot Summary for The Incredibles
Mr. Incredible is a superhero; or he used to be, until a surge of lawsuits against superheroes submitted by the people they've saved forced the government to hide them in witness protection programs so they could lead normal, anonymous lives. Now known exclusively by his secret identity, Bob Parr, he lives with his wife Helen, formerly Elastigirl, and their three children Violet, Dash, and Jack Jack. He works as an insurance claims specialist, and he's fed up with his pushy boss and his immoral profession, but his wife's worked too hard to build a normal life for her family to abide his nostalgia for heroism. When Mr. Incredible's offered the chance to play the role of hero again by a mysterious informant, he jumps at the opportunity, but when it turns out to be a trap set by an old nemesis he had a hand in corrupting, the whole family must reveal themselves to save Mr. Incredible and countless innocents.
Period 3 A sample lesson plan for Using Language
(GEORGE'S DIARY 12-14 JUNE)
Introduction
Language is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, collocations, structures and topic ideas covered in this unit. The teacher may follow these steps: warming up by listening and reading aloud, reading for forms, copying and making sentences, making sentences of noun clauses , closing down by reading and writing travel diaries.
Objectives
To help students read the passage GEORGE'S DIARY 12-14 JUNE
To help students to use the language by reading, listening, speaking and writing
Procedures
1. Warming up by listening and reading aloud
Language is created to be listened to and spoken first. So open your book to page 2 and read the text aloud while listening to the recording. Watch your pauses between the thought groups.
2. Reading for forms
Read the text GEORGE'S DIARY 12-14 JUNE on page 8 to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.
3. Copying and making sentences
You are asked to copy all the underlined collocations into your notebook after class as homework. You may make your own sentences with these collocations.
Useful collocations from GEORGE'S DIARY 12-14 JUNE
arrive early this morning 清晨抵达， go straight to… 直赴……, drop one’s luggage 放下行李, a ride on a cable car 乘缆车, get spectacular view of… 看到了……的壮丽景色, find a better form of transport 找到一种更好的交通方式, see a terrible accident 看到一次可怕的事故, slip down the hill 滑下山去, have late lunch 午饭吃的很晚, in the late 19th century 在19世纪末, begin the fishing industry 开始了捕鱼业, a tourist area 一个旅游区, catch the ferry to… 乘渡船去……, do much exploring at… 在……看了这么多东西, feel like doing… 想要做……, team up with… 和……做伴, hire a car 租了一辆小汽车, drive around city 驱车游览城市, a great drive 一种特棒的驾车活动, mark… out for… 专门为……选定的……, have blue and white sign 有蓝白两色相间的标记, with…on… 上边标有……, a 79 km round-trip 一次往返79公里的旅行, admire the view 欣赏风景, take photographs照相, have really good idea of… 对……有了一个很好的了解, settle in… 在……定居, look like…看上去像……, a number of… 大量的……, a great many… 大量的……, have a delicious meal 吃了一顿可口的饭菜, walk back down… to… 沿着……步行回到……, have a good view of… 观赏了……, keep prisoners 关押囚犯, freezing cold 冰冷, be pulled out of…被从……拉了上来
4. Making sentences of Noun Clauses
To revise Noun Clauses you are next to make sentences with the useful collocations from GEORGE'S DIARY 12-14 JUNE.
Sentences made with useful collocations from GEORGE'S DIARY 12-14 JUNE
1. When she arrived this morning is still unknown.
2. I have now idea whether he would go by bus or go straight there on foot.
3. Where you are to drop your luggage is a question.
4. How you will take a ride on a cable car has nothing to do with me.
5. The fact is that he needs to get spectacular view of the city first.
6. Finding a better form of transport is what we are considering at the moment.
7. Whether he saw a terrible accident or not in the street is of no importance to me.
8. Slipping down the hill, he dragged with him what he could reach on the way down.
9. After having his late lunch, he began studying what is called the fishing industry science.
10. In this tourist area, people are doing much exploring for what was left by the Japanese invaders.
5. Closing down by reading and writing travel diaries
Kids, have you ever kept a journal of your trip?
Not only is it fun to write but it is a great mement when the special time has passed. Now start writing and sending your travel diaries to us!
Foot tour of Tonsville
This morning we sent on a short foot tour of Tonsville to get our bearings for the next couple of days. It’s nice to be back in a town that is big enough to have good facilities, and in a picturesque setting. Our hostel is located next to the marina, a short stroll into the heart and soul of townsville town centre, which at night reminded me of something out of Miami with all the neon pink and blue street lighting, pretty and alluring.
Having spent the morning taking photos and acquainting ourselves with the town settled down for a swim at the hostel pool and catching up on some reading and work emails...
Mike
Home, Home Again
By pummel
March 15th
Our final breakfast on the Nimrod was more basic than the others, perhaps reflecting that we had run out of food, or perhaps more likely that two of the crew had been throwing up all night thanks to the storm. We took a bus from Port Douglas, where we moored down to Cairns and being thoroughly exhausted did little but drink coffee, and go to the cinema. This is something that I had no intentions of doing, but the thought of two hours in a comfy chair that wasn’t rocking and rolling was very appealing to me.
I ended up going for a few drinks that evening with people I met at my hostel, and at the start of the night I couldn’t decided if they were boring, shy or that there was some sort of language barrier. After several hours out on the town including Sohos and the Legendary Woolshed I decided that they were in fact boring, and went home, leaving them like Pilchards amongst Potato Cod(I think Potato Cod is a type of Grupper Shawna).
Unit1 Living Well
Warming up
1. a mental/physical disability ()精神残疾/身体残疾
disability:可用作可数名词和不可数名词，用作可数名词表“残疾”；用作不可数名词表“无能、劳动能力丧失”adj. disabled
2. be proud to do/ be proud of sth 很骄傲做什么，对…感到很骄傲
3. university entrance exam 高考
4. set up her own website()创建她自己的网站
Pre-reading
1. Other disabled people find the website beneficial.
1) find sth+adj.
2) Be beneficial to sth=be of benefit to sth 对…有益
3) v.benefit 获益，得益于。benefit by/from 得益于
Reading
1. In the other words=that is to say=namely(均常作插入语) 换句话说，也就是说
2. bump into furniture 撞上家具
3. adapt (A) to (B) 使A适应于B，把A改编为B
4. at a time每一次, at one time曾经、一度, at times时常, at all times在任何时候, at no time决不（放句首时要倒装）
5. up until now直到现在
6. used to do 过去经常做, be/get used to sth/doing sth适应于…, be used to do sth被用来做
7. dream about/of doing sth梦想做…
8. miss a lot of lessons=miss a lot of school 错过许多功课
9. looke different from 看上去与…不同
10. get out of breath开始上气不接下气
1) take a deep breath 深呼吸2)lose one’s breath喘不过起来 3)hold one’s breath屏住呼吸
11. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.
1) every time 引导的时间状语从句
2) absence from, adj. Be absent from 缺席…反义词 presence/ be present at 出席…
3) a bit=a little 一点 little ink, a bit of ink, not a bit(=not at all)
4) behind the others 落后于他人
12. my fellow students我的同学们
13. accept me for who I am 接受我这样的人
14. get annoyed at/by sth, get annoyed with sb 对…生气
15. all in all 总而言之
16. the ambition for sth/to do sth. Be ambitious to do sth …的野心/雄心
17. I don’t have time to sit around/about feeling sorry for myself.闲坐着， 对…感到可怜
18. get a lot of enjoyment out of sth 从…中得到许多快乐
19. for a while 一段时间
20. be independent of sth 不依靠…
21. live a normal life 过上正常的生活
22. make fun of sb 取笑某人
23. give them encouragement to live as rich and full a life as you do.（注意
Learning about language and using language
1. take on challenging tasks承担有挑战的任务 take up a job as a teacher开始从事教师职业
2. congratulate sb on sth 祝贺某人某事
3. with the assistance of sb,v. assist sb. in/ with sth.或assist sb in doing sth. 协助某人做什么事。 助手assistant
reading speaking and writing
1. a matter of …的问题
2. in particular=especially特别是…(注意与specially 区别)
be particular about sth 对…很挑剔
3. accessible:可接近的；可进入的；可使用的, n.access （接近或进入某地的）方法；通路；（使用某物或接近某人的）机会或权利。常用结构：access to sth./ have access to/be accessible to
4. have difficulty/trouble doing sth 做…有困难
重点句型
疑问词+不定式
【原句回放】The doctors don’t know exactly what is wrong with me, so they don’t know how to make me well.
so that
【原句回放】There should be a space at the end of each row so that people in wheelchairs can sit beside their friends.
【点拨】so that：in order that; with the result that。作“以便”，“为的是”讲，从句中通常用may(might)或can(could)等情态动词。例如：
We learn English so that we may get more knowledge.
【拓展】
1.如果so that 引出的从句为否定结构，则其谓语多用should+v原形，此时，so that 常译为“免得，以免”。例如：
He looked down so that she should not see his eyes.
2.so that 意为“以便于”， 引导目的状语从句； 而so…that…意为“如此…以至于”，引导结果状语从句。
【随时练】John shut everybody out of the kitchen _____ he could prepare his grand surprise for the party.
A. which B. when C. so that D. as if
key：C。
句意：约翰把每个人都关在厨房门外，以便他能够为晚会准备一份巨大的惊喜。so that:为了；以便于
be +形容词+ to do
【原句回放】The buttons in the lift should be easy for people in wheelchairs to reach…(Page 8)
【点拨】be easy to do 中，easy后用不定式的主动表被动。
有此用法的形容词还有：important, light, difficult, heavy, comfortable，fit等。
例如：This kind of water isn’t fit to drink.
The box is difficult to carry.
【语法】
动词不定式的用法
Unit2 Robots
Pre-reading
1. have a great desire for sth/to do sth
reading
1. experiment with/on(do/perform /carry out/conduct an experiment on sth)在…上做实验
2. test out考验
3. persuade sb to do/ sb into doing/ sb of sth说服某人做某事
4. feel alarmed感到很惊恐
5. feel embarrassed感到尴尬
6. it was disturbing and frightening that he looked so human. 机器人如此有人情味，使得她烦恼而且害怕。
7. be offered sympathy 被同情 have/feel sympathy for同情…
8. a pile of一堆
9. or rather更确切的说
10. reach for his hand伸手碰他的手, within one’s reach够的到, out of one’s reach够不到
11. wear the makeup 擦…化装品
12. accompany sb to sp陪同某人去某地
be accompanied by/with伴随着…
be accompanied at/on the piano 由…伴奏
13. write out 把…全部写出来
14. ring up打电话给
15. turn around转身，回转 turn in归还，上交 turn up 露面，（音量）开大turn on 打开turn off关掉 turn down 关小，拒绝turn back往回走
16. weep with anger 生气的哭
17. work on从事…
18. in time 及时
19. The clock struck eight.8点钟
20. be impressed by 对…印象深刻 make an impression on sb某人留下深刻印象
21. be green with envy at sth/of sb=be jealous of sb 嫉妒某物/某人
22. prevent…(from)doing sth阻止…做…
23. set off the shops’alarm 使商店的警钟响起来
24. get into physical fights with their owners 与他们的主人打起来
get into bad habits染上坏习惯
reading and discussing
1. in the present=at present 在现在
2. as a result of…的结果
3. 40 or so40左右
4. be pregnant with her third child 怀上了她的第三个孩子
5. run a candy store 经营一家糖果店
6. his talent for sth 他…方面的天赋
7. take himself seriously as a writer 开始认真的当自己是一个作家了
8. have stories published 把故事出版
9. receive many rewards for his books 他的书得了很多奖
10. do research into/on sth对…做研究
11. leave me alone 让我一个人呆着，不要管我的事. Leave out遗漏、略去
12. set aside把…放在一边，为…节省或保留（钱或时间）
13. obey the law遵守法律
【语法】
被动语态和动词不定式的被动语态
She was amazed by his fingernails and the softness and warmth of his skin.
As he was not allowed to accompany her to the shops…
The women were impressed by Claire and the house.
It was going to be tested out by Larry’s wife, Claire.
Unit 2 Poems
Ⅰ.Teacher:
Ⅱ.Teaching material: NSEFC Book 6-- Unit 2
Ⅲ. Lesson type: listening
Ⅳ. Teaching aids:
1. a tape recorder
2. a projector
3. slides
Ⅴ. Teaching Objectives:
1. To improve students’ ability of listening
2. To help them learn how to enjoy English poems
Ⅵ.Teaching Important Point:
How to get the students to grasp the main idea of a passage by listening.
Ⅶ.Teaching Difficult Point:
How to direct the students to grasp the detailed information to finish the listening task.
Ⅷ.Teaching Methods:
1. To create a situation that helps the students know what they will hear from the conversation
2. To present an English poem and cultivate their interests.
Ⅸ.Teaching Procedure:
Step 1: Greeting. (1 minute)
T: Good morning, girls!
Ss: Good morning, Miss Luo!
Step 2: Pre-listening (7 minutes)
见课件
江华一中结构化教案表
课 题 Module 6 Unit 1 grammar and usage
课型 新授课 课 时 2
教
学
目
标 知识与
技能 ① Master the usage of present tenses.
② Practice about the four kinds of present tenses.
过程与
方法 ① Make the students have a general idea of the tenses in this period by reading and analyzing the sentences from the reading text.
② Make the students master the usage of the Grammar by discussing in pairs and summing up the example sentences by themselves.
情感、态度、价值观 ① To make the students aware of the importance of present tenses in Grammar learning and English study.
② To make the students aware of some good behaviors.
重
点 the simple present tense; the present continuous tense;
the present perfect tense; the present perfect continuous tense
难
点 Some special usage of present tenses.
教
具 Multi-media
教学
过程
设计
步骤与内容部分主要填写：（1）步骤及名称；（2）关键性过渡语言；（3）关键性提问；（4）例题、课堂练习及解题方法；（5）师生行为方式；（6）各步所需时间。
步 骤 与 内 容 师生行为 时间
Step 1: Lead-in
Analyze the following sentences about their tenses.
the simple present tense; the present continuous tense;
the present perfect tense; the present perfect continuous tense
现在时态基本形式
时态 主动 被动
一般现在时 am/is/are; do/does am/is/are done
现在进行时 be (am/is/are) doing am/is/are being done
现在完成时 have/has done have/has been done
现在完成进行时 have/has been doing /
T:从阅读文章中找出相关时态的句子。既可以帮助学生复习课文内容，又可以让学生体会本堂课的目标内容。
Ss：读句子，分析句子所用的时态与原因。
T: 呈现目标，帮助学生回忆复习基本结构。
5分钟
Step3: Grammar: general knowledge of present tenses.
I The present tense Structure : be (am/ is/ are) do/ does +v.
1. 表示现在经常或反复发生的动作或存在的状态,常和often, always, usually, sometimes, every day, once a week 等表示频率的时间状语连用.
他每天晚饭后散步。
He takes a walk after supper every day.
我母亲和父亲在同一家公司工作。
My mother works at the same company as my father.
我们总是相互关心相互帮助。
We always care for each other and help each other.
2. 表示客观事实或普通真理.(不受时态限制)
A couple of days ago, I learnt from my teacher that the earth moves/moved around the sun.
两天前，我从我的老师那里了解到了地球绕着太阳转。
日本位于中国的东方。
Japan lies to the east of China.
太阳东升西落。
Last night, I told my kid that the sun _____(rise) in the east and ____ (set) in the west.
Match:
1). My mother loves classical music. 现在情况
2). My father visits his parents once a week. 经常发生
3). When I was very young, my granny told me the earth is round and most rivers flow into seas and oceans. 客观真理
3. 在口语中，一般现在时常可表示按规定、时间表、计划或安排要发生的事情，常有一个表示未来的时间状语。
The exhibition ______on May 1st and ______ at the end of June. (open; close)
The plane _________at 11:30 and ________ in Shanghai at 1:20.(take off; arrive)
______there a film on tonight? (be)
4. 在时间状语从句中、条件状语从句中、让步状语从句中，用一般现在时表示将来发生的动作或状态。
I’ll give her the notebook ____________.
Tell me_________________________.
He will keep the work ______________________.
I can’t leave ____________________.
除非老板同意，否则我不能走。
1. 条件状语从句 if, in case, as/so long as, unless (除非)
2. 时间状语从句
when, whenever, each time, every time, as soon as, the moment, the minute, the second
3. 让步状语从句 no matter + 疑问词
Examples
You can go out to play as long as you stay in the back yard.
We will have to put off the sports meeting if it rains tomorrow.
Each time I meet him, he will give me some advice.
I’ll return the book to him the moment I see him next week.
I’ll write to him when I have finished the book.
If she hasn’t gone to bed when you see her, tell her to give me a ring.
T：与学生集体回忆其基本用法，并指导翻译。
Ss:通过改错，考察自己是否了解，是否能够归纳要点。并且通过填空，翻译的练习进行巩固。
T：归纳法。
T：引导学生通过做题对它们进行归纳复习。
Ss:大声朗读句子，体会时态与连词的同用。
II. Present continuous tense Structure be (am/ is/ are) +ving
1. 表示说话时正在进行的动作。
-what are you doing? -I am writing a letter.
It’s raining heavily now, so we must stay inside.
Recently the number of people fined for speaking on their mobile phones while
they are driving has increased greatly.
表示“在做某事的过程中”，此时动作不一定正在发生。
2. 表示目前经常发生的动作，然而此时动作不一定正在进行之中
But scientists are working hard to turn them into realities．
The write is writing a novel these days．
3. 表示按计划、方案或安排而进行的将来的动作。在这种情况下谓语动词多为非延续性动词，如come，go， leave，move，die，start，stop，arrive等，及少数延续性动词，如spend，stay等。
She is leaving for Guangzhou next week．
We are spending the whole summer holiday in Beijing soon．
4. 与副词forever，always，constantly等连用，表示赞成、厌烦、生气等情绪
She is always talking loudly at the meeting．
She is constantly changing her mind．
He is forever complaining about his salary．
She is always doing fine work at school.
Jane is always thinking of her work.
5. Notes: 以下四类动词不宜用现在进行时。
A 表示心理状态、情感的动词 like, love, hate, agree, want …
B 表示存在状态的动词 appear, exist, lie, remain, seem, belong to, depend on…
C 表示瞬间动作的动词 allow, accept, permit, promise, admit…
D 表示感官的动词 see, hear, notice, feel, smell, sound, taste, look…
Consolidation: 1. Translation:
John is nodding his head. 他频频点头
He is jumping up and down. 他上下地跳着。
He is being terribly friendly to us. 他对我们表现得友好至极。
The train is arriving. 火车即将到达。
The Boeing 747 is taking off. 那架波音747即将起飞。
The old man is dying. 老人病已垂危。
Consolidation: 2. Comparison:
Sound : The idea sounds great. Why is the driver sounding his horn?
See : I _____what you mean. He _________the doctor now.
Smell: The roses _______nice. I ___________ the roses now.
Lie : People _________on the beach . The city _____on the coast.
Consolidation: 3. T/F
What are you thinking about?
What are you thinking of the film?
What are you looking for?
You’re looking quite well.
Which judge is hearing the case?
She doesn’t hear very well.
We are having a discussion.
Are you have any questions?
巩固练习
1. The house belongs to my aunt but she __ here any more.
A. hasn’t lived B. didn’t live C. hadn’t lived D. doesn’t live
2. As you can see, the number of cars on our roads ___ rising these days.
A. was keeping B. keep C. keeps D. were keeping
3. I have to go to work by taxi because my car ___ at the garage.
A. will be repaired B. is repaired
C. is being repaired D. has been repaired
4. The father as well as his three children ___ skating on the frozen river every Sunday afternoon in winter.
A. is going B. go C. goes D. are going
5. ---I don’t suppose the police know who did it.
--- Well, surprisingly they do. A man has been arrested and ___ now.
A. has been questioned B. is being questioned
C. is questioning D. has questioned
6. Ladies and gentlemen, please fasten your seat belts. The plane ____.
A. takes off B. is taking off(即将起飞)
C. has taken off D. took off
7. The building around the corner caught fire last night. The police are now ___ the matter.
A. seeing through B. working out C. looking into D. watching over
8. (北京) Come and see me whenever ____.
A. you are convenient B. you will be convenient
C. it is convenient to you D. it will be convenient to you
9. (重庆卷) You can eat food free in my restaurant ____ you like.
A. whenever B. wherever C. whatever D. however
III. The present perfect tense Structure: have/ has + done
1. 表示反复发生的经历
He has hosted the show eight times.
他已经连续八次主持表演。
We have been to the Great Wall many times.
我们已去过长城多次。
2 表示动作发生在过去，但对现在仍留下某种后果和影响。
Doctors have found that people who laugh a lot live longer!
The earthquake has given him a miserable impression.
3. 表示动作发生在过去但持续到现在。
My mother has been ill for three days. 我妈妈已经生病3天。
Most of us have studied English for 5 years. 我们大部分人已经学了5年英语了。
4. 现在完成时往往同不具体的时间状语连用,如
already, yet, just, never, before, recently, lately, so far, up till/to now, in the past few years，three times, since+时间点, for +一段时间等
He has already become a comedian. I haven't seen much of him (lately).
We have seen that film before. Have they found the missing child yet.
Have you ever been to New York? I have never heard Simon say anything against her.
I have used this pen only three times. It is still good. Peter has written six papers so far.
We have been good friends since primary school./ for 15 years.
注意 1：
It is (has been) +一段时间＋ since +从句
It’s/ It has been 3 years since they got married. 他们结婚已有3年了。
注意 2：
when/if
I’ll write to him when I _____________the book.
If she __________to bed when you see her, tell her to give me a ring.
Notes: 在时间或条件状语从句中，现在完
成时可以代替一般将来时。
have gone / have been
Tonny _________abroad to continue his studies.
His girl friend _________abroad many times to see him.
time
It’s the first time she has driven a car.
That’s the third time he has phoned her this morning.
It’s the first gold medal I’ve had for ages.
It/this/that is the first/second… time that + 完成时
注意 5：注意区分一般过去时与现在完成时
时间上有差异：凡有具体的过去时间，均用过去时态，不能用完成时，如：ago, last year, just now, the other day 等。
结果上有差异：现在完成时强调的是对“现在”的影响和结果，动作到现在刚完成或还在继续；一般过去时强调的动作发生在过去，和现在没有关系。
We have seen that film before. We saw that film last week.
I have cleaned the classroom. I cleaned the classroom.
It is the third time that I _______ him this month.
A. had seen B. see C. saw D. have seen
2. My friend, who ___ on the International Olympic Committee all his life, is retiring next month. A. served B. is serving C. had served D. has served
3. It ____ a couple of years _____Prof. John taught at ECNU.
A. is; since B. has been; that C. is that D. was; since
IV. The present perfect continuous tense Structure have/ has been + v.ing
表示从过去某一时间开始一直延续到现在的动作，这个动作可能刚刚结束，也可能还要继续下去。
Chinese have been making paper for more than years.
中国造纸的历史已有2000多年了。
She has been working in Shenzhen since 1995. 她从1995年就来深圳工作了。
Doctors have been researching that question for many years.
多年来，医生们一直在研究这个问题。
Consolidation:
The children have bee watching TV all morning. 孩子们一上午一直在看电视。
She has been waiting for her boss for almost an hour. 她等她的老板等了将近一个小时。
区别现在完成时和现在完成进行时
在持续的一段时间内动作多次重复
Jim has been phoning Jenny every night for the past week.
They have been meeting together weekly for two years.
动作和现在的状况有联系
Why are your clothes so dirty? What have you been doing?
There you are! I’ve been waiting for an hour.
She is very tired. She has been working all morning.
常与long/how long/all连用
How long has she been reading the book?
He has been watching English all day.
Practice: 谁在喝我的酒？ 谁喝了我的酒？
Who has been drinking my wine? Who has drunk my wine?
不累啊？你已跳了三个小时啦！
Aren’t you tired？ You have been jumping for three hours.
Step 3: Practice
1 Read the article in Part A on page 9 and fill in the blanks with the correct tenses. Then I will ask you to report your answers to the class. You also should give the reasons why you use different tenses in the article.
Answers
1. am 2 have been writing 3 am looking 4 is 5 have been imagining
6 is 7 is making 8 has been planning 9 have designed
10 are printing 11 are going 12 is 13 hope 14 opens
2 Now do Part B individually. Pay attention to the time marker in each sentence if there is one. The time marker in the sentence is the key that will help you use the suitable tense.
1 I am performing at the comedy Club tonight.
2 I have been practicing my jokes in front of the mirror for the last three hours.
3 My family is coming to watch my show.
4 I am nervous about the show.
Ss: 观察所给出的例句，同桌之间互相讨论，并总结归纳四种语法的适用情况.
并在每一种语法之后，做相关的翻译巩固练习。
另一个班改为填空练习。
Ss: 带着情感读和体会这些句子。
S：单个学生进行翻译。
Ss:单个回答，并让该生对答案进行分析。
Ss:先让学生回忆完成时的基本用法，勾起学生的记忆，有利于归纳。
Ss:个体活动完成总体巩固练习。
T：老师引导学生由练习到归纳。
Ss:尤其注意这些特殊的考点。
T：这个理论较少，让学生朗读句子进行感受归纳。
Ss:通过看图说话，巩固所学。
板 书
设 计 Unit 1 Grammar and usage
教 学
反 思
单元重点内容与教学目标
本单元的中心话题是诗歌。听说读写等语言知识和语言技能主要围绕“诗歌”这一主题设计的。文中涉及诗歌的韵律、节奏，并介绍了几种简单的不同内容和形式的诗歌。本单元引导学生讨论这些内容，目的在于让他们了解诗歌的一些基本特征和写作方法，自己尝试写简单的诗歌，并学会欣赏这些优美的文学作品。
Warming up部分围绕诗歌这一话题设置了两个练习。第一个练习引导学生回顾儿时所接触的诗歌；第二个练习引导学生探讨写诗的目的。
Pre-reading 部分主要让学生认识诗歌的种类和不同国家所赋诗歌的文化差异。该部分设置了两个练习，第一个练习让写诗交流所喜爱的诗歌；第二个练习就阅读课文设计图表，让写诗从内容和写作风格两个方面认识阅读课文中的诗歌。
Reading 部分介绍了五种简单的英语诗歌共8首：儿歌节奏明快，韵律和谐、朗朗上口、不断重复、利于记忆，是语言学习的有效手段；清单诗，尤其是那些不断重复短语和节奏的诗歌，比较容易创作。五行诗，顾名思义，由五行组成，寥寥数语，言简意赅。俳句起源于日本，由17个音节组成。唐诗，被英国等所借鉴，许多唐诗被译成英文，广为传诵。
Comprehending部分的真重点放在文中的几首诗歌上，要求提炼诗歌的主题，练习1要求选择自己喜爱的诗歌进行评述，练习2与3是对诗歌进行更深入地理解。通过诵读感受押韵和节奏。
Learning about language部分安排的两个练习均与诗歌有关。第一个练习通过从课文诗歌中找押韵的词帮助学生理解课文的生词和诗歌的韵脚；第二个练习学习构词发。语法部分设置了两种类型的练习。一类写诗或续诗；另一类是用所给词的适当形式填空。这两个练习都是操练虚拟语气的用法。
Using language 部分综合训练听说读写的语言能力。听、读和讨论部分把听力与阅读训练结合起来。通过听理解诗歌内容，辨认写诗人的身份、诗歌的节律，并表达诗歌所激起的联想。通过边打拍子边朗读、在欣赏中加深对诗歌的理解。通过释义理解诗歌中的难句，并指导学生进行深层理解，学会推断人物身份与关系。听和讨论部分有四个学生与老师交谈，围绕诗歌比赛展开。首先通过不同的声音来辨认人物；然后，捕捉不同人的不同事，一一对号。该部分的两个练习，帮助学生学习和运用表达意图与决定的日常交际用语。写的部分要求学生模仿诗歌C以IF I开头写清单诗；或以I FEEL HAPPY WHEN。。。开头写诗。
Summing up部分运用调控策略，对本单元所涉及的知识与技能，特别是本单元所涉及的结构和词汇、话语功能以及诗歌的类型、押韵和节奏等方面进行自我评价。
Learning tip部分提示学生注意理解诗歌与应用学习的关系：写诗、唱歌是理解和记忆词汇，学习语言的有效方法。
教学设计
第一课时：Warming up, Pre-reading & Reading 本课时内教师可从学生的生活实际出发，了解人们写作英语诗歌的不同目的，借助教材第9页的表格，Reading部分的诗歌进行整体理解。建议以理解内容为主。可以选择其中某一首诗，进行语音训练，感受英语诗歌的节奏和韵律。
第二课时：Reading, Comprehending & Learning about language (Discovering useful words and expressions ). 本课时内主要是对课文进行适当的拓展、讨论，着眼于对英语诗歌的欣赏，理解这些诗歌的寓意。利用 Learning about language 中的Discovering useful words and expressions 部分，引导学生注意并感受英语诗歌的韵律。
第三课时：Learning about language (除Discovering useful words and expressions) 课堂上处理完该部分内容，突出两个重点：（1）学习诗歌的写法； （2）学习与过去事实相反的虚拟语气的用法。
第四课时：Using language 完成阅读、听力和讨论及写作部分。
第五课时：Summing up & Assessment小结、测试与讲评。
Period 1 Warming up, Pre-reading & Reading
Teaching goals
1． Target language
a. Important words and phrases
Poem, poetry, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty, endless, translate, nursery rhyme, take it easy, run out of, make up of
b. Important sentences
Which poem is about things that don’t make sense?
Poets use many different forms of poems to express themselves.
I hadn’t taken my eye off the ball.
We hadn’t taken it easy.
The poem is made up of five lines.
A lot of Tang poetry has been translated into English. The translations have a free form that English people like to copy.
2. Ability goals
a. Enable Ss to talk about different types of poems: nursery rhymes; list poems; cinquain,; haiku; Tang poems
b. Enable Ss to talk about different purposes of writing poems.
c. Understand the main theme of each poem.
d. Enable Ss to chant some of their favorite poems.
3. Learning ability
Enable Ss to distinguish different types of poems.
Teaching important points
1. Talk about five main types of poems.
2. Understand the main purpose of writing the poems.
Teaching difficult points
1. Find the rhythm of each poem.
2. Chant the poem.
3. Understand the main purpose of writing the poems.
Teaching methods
1. Skimming and scanning.
2. Asking-and –answering activity
3. Discussion
4. Chant
Teaching aids
Multimedia
Teaching procedures & ways
Step 1. Greetings
Step 2. Presentation
Ask Ss to think back and try to remember poems from their early childhood, either in Chinese or in English.
Talk about some famous poets both home and abroad, either ancient ones or modern ones.
Brainstorming: What will you think of when we talk about the word “poem”?
Step 3. Warming up
Read the questions in this part, reminding Ss what they notice about the above poems.(e.g. they have a strong beat, or they have rhyme, or they play with words and sounds, or perhaps some of them are funny because they make no sense.)
Tell Ss that there are many reasons why people write poetry. Give the examples on the Bb. Ask Ss why they think the poets wrote the poems they have just recited.. Write their suggestions on the board.
Give Ss a time limit of a few minutes. Divide the class into groups of four to discuss the purpose of writing poems. Ask one person from each group to read their group’s list and add their suggestions to the list on the board. (Suggested reasons: to create certain feelings or images in the reader; to share a feeling or experience; to describe something in detail or give an impression; to get the reader to think about an idea; to express a point of view; to make the reader experience the sight, sounds, smells, feel and tastes of something; to create a mood, to play with words--- their sounds, rhyme and rhythm.)
If time permits, in small groups or as a class, discuss the kinds of topics that poets write about.( people, animals, nature, landscapes, the sea, the seasons, stories, death, war, youth and old age, feeling and experiences, emotions like love, hate, sadness, regret and desire, etc.)
Step 4. Pre-reading
People from different countries write different kinds of poems. Get Ss to discuss the questions on Page 9 with their partners: Do you have a favorite poem in Chinese? Why ? Do you have a favorite poem in English? Why?
As to exercise 2, give Ss practice in an important reading skill: scanning a text, that is, looking through a text quickly to find specific information. Read the table in exercise 2 with the Ss. Tell them that they are going to look for the information in the table, just in the poems themselves, not in the other parts of the text. They are to look only for those pieces of information and not read every word. Do an example with them.
Suggested answers to exercise 2:
Which poem A B C D E F G H
describes a person? √
tells a story? √
describes an aspect of a season? √ √ √
is about sport? √
is about things that don’t make sense? √
is recited to a baby? √
describes a river scene? √
has rhyming words at the end of lines? √ √
repeats words or phrases? √ √ √
Step 5. Reading
Scanning
Get the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.
Q1. Why do people write poetry?
Q2. How many forms of poems are mentioned in the passage? What are they?
Q3. What does “nursery rhyme” mean? Why do they delight small children?
Q4. What’s the characteristic of “list poems”? What about “cinquain”?
Q5. Why do English People like “Haiku”?
Q6. Are you familiar with Tang Poems? Do you know the title of the last poem in the text?
Listening
Before Ss read the text, have them close their books and listen to the text with their eyes closed. This gives Ss the opportunity to listen to the sounds or “music” of the poems before reading them in detail. Tell them that it doesn’t matter if they don’t understand every word.
First reading
Get Ss to read the text carefully, finding the one sentence that sums up the paragraph of each part.. Underline the topic sentence.
Second reading
Tell Ss that they are going to look at the rhythm of two of the poems. Make sure they know what rhythm is. Read the limerick aloud and have Ss listen for the strong beats. Then have them clap the strong beats as you read. Mark the strong beats on the limerick on the board.
There was an old man with a beard
Who said “it is just as I feared”.
“Four insects and then
Two birds and a hen
Have all made a home in my beard”.
Now read the poem A & B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems.
Third reading
Just as any scene can serve as the subject of a painting, so any part of daily life can provide material for a poem.. Of course, the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact, so it should be read several times, preferably aloud, to appreciate its meaning. Read the last poem (Poem H), and answer the following questions:
Q1. What parts of the poem suggest that the woman loves her husband?
Q2. How do you understand the sentence” Should the journeyer return, this stone would utter speech.”? Explain the sentence in your own words.
Q3. What picture do you have in your mind when you read the above sentences?
Q4. Do you know the Chinese title of this poem? Do you know the Chinese version of the poem?
Step 6. Make a short summary of this period.
Homework
1. Surf some websites to find out more information about poets.
2. Review the content of the reading passage.
3. Finish the exercises on Page 12& 13.
Period 2 Reading, Comprehending & Learning about language
Teaching goals
1． Target language
Important words and phrases
joy, anger, sorrow, thread, appropriate, ending, compass
2. Ability goals
Enable Students to deepen their understanding of the reading passage and learn some useful words and expressions.
Learn to use words and expressions in their right form.
3. Learning ability
Enable Ss to understand the rhyme and rhythm in English poems.
Teaching important points
1. Understand the passage and answer the questions about it.
2. Learn the useful words and expressions in the passage.
Teaching difficult points
1. Discuss the poems and understand their deep meaning.
2. Find the rhyme and rhythm in English poems and try to create them by students themselves.
Teaching methods
Discussion, asking-and-answering activity, practice, task-based activity
Teaching aids
Multimedia
Teaching procedures & ways
Step 1. Greeting
Step 2. Comprehending
Task 1. Group work
Ask students to read the passage together and then discuss in group which poem they like best and give reasons.
After discussion, ask someone to present his/her idea to the class.
Task 2. Ask and answer
Answer the questions about the passage on Page 11 – 12.
Step 3. Explanation
1. Others try to convey certain emotions.
“convey” here means communicate (an idea, meaning, etc.).
I can’t convey how angry I feel.
“emotion” means strong feeling
Love and hatred are basic emotions.
His voice was shaking with emotion.
2. They delight small children because they have strong rhythm and rhyme.
“delight” means make sb. pleased greatly.
The gift of the child delighted his parents.
I am delighted to help you.
“rhythm” means a measured flow of words and phrases in verse determined by various relations of syllables.
the exciting rhythms of African drum music
“rhyme” means identity for sound between words or the endings of words, esp. in verse.
Shakespeare sometimes wrote in rhyme.
He made up funny rhymes to make us laugh.
3. We would have won if we hadn’t taken it easy.
“take it easy” means to proceed gently or carefully; to relax and avoid overwork.
You’ve done quite enough work for today; now take it easy for an hour.
4. We would have won if we hadn’t run out of energy.
“run out(of sth.)” means to use up; to come to an end.
The petrol is running out.
We are running out of out time. = Our time is running out.
5. a poem made up of five lines
“make sth. up” means to put together; to compound
What are the qualities that make up his character?
Society is made up of people of widely differing abilities.
Step 4. Learning about language
Check the exercise on Page 12-13.
Task 1. Discovering useful words and expressions
1. Ask some students to list the words they find to rhymes with the words in the exercise. The teacher may make some addition if necessary.
Sample answers:
2 high sky pie my fly shy lie
3 sing ring wing thing king fling string
4 today away say play lay tray may
5 lace race face case chase place pace
6 true too new flew few shoe canoe
Ask students to try to create more lists by themselves.
2. Complete the passage using the correct words.
Ask students to finish the passage and explain why the form of the words must be changed.
Task 2. Discovering useful structures
1. Rewrite the poem about winning the match and the reasons.
2. Rewrite the poem about the attempt to win the competition.
Offer students some time to discuss about it and present some samples for them to follow if they find it difficult to get through.
3. Match the sentences.
Explain some rules of subjunctive mood if necessary.
4. Complete the sentences using the correct forms of the verbs.
Step 5. Using words and expressions(Workbook)
Task 1. Make adjectives from nouns by adding suffix “ful” and then explain the meaning of the new adjectives. Encourage students to think of more examples that have the same form.
Task 2. Complete the table with the correct words.
Noun Verb Adjective Adverb
Task 3. Complete the sentences using the correct word from the table.
Task 4. Match the phrases appropriately and encourage students to create more of their own word pictures.
Step 6. Make a short summary of this period.
Homework
1. Remember important language points.
2. Write a simple English poem by using rhyme and rhythm.
3. Preview “Learning about language”.
Period 3 Learning about Language
Teaching goals
1． Target language
a. Important words
Appropriate , ending , compass
b. Important sentences
If she had stueide harder , she would have passed the exam.
If she had been there , she would have met some really interesting people.
2. Ability goals
a. Enable Ss to grasp the ways of writing poems.
b. Enable Ss to use subjunctive mood correctly.
3. Learning ability
Teach Ss how to write some poems and how to use subjunctive mood correctly.
Teaching important points
1. the way of writing poems.
2. Subjunctive Mood
Teaching difficult points
Using subjunctive mood correctly in different situations.
Teaching methods
1. Task-based learning
2. instructions
3. practice
Teaching aids
Multimedia
Teaching procedures & ways
Step 1. Greetings
Step 2. Warming up
Task1: Free talk------ why do you enjoy learning English?
T: I’m glad to see you again and I’m happy because we can enjoy English together. Do you enjoy learning English?
S: Yes . Because English is a very beautiful language.
S2: Because we can enjoy a lot of funny stories if we know English.
S3: Because we can communicate with foreigners in English.
S4: Because we can introduce China to foreigners if we know English.
S5……
T: Well done. If we did well in some way , people would know us. Now let’s talk about some famous persons. (Yao Ming , Liu Xiang , Madame Curie, Yuan Longping, Chinese Women Football Team)
Step 3. Presentation
Task2: Group talk-----Try to talk about the famous persons.
Q1: Why is Yao Ming famous ? S1: Because he played basketball very well. S2:…..
Q2: Why could Liu Xing succeed ? S1: Because he trained very hard. S2:……..
Q3: Why did Chinese Women Football Team lose the game? S1: Because they were tired…
Q4: Complete the sentence : They would win if they ……… S1:They would win if they had a good rest. S2:……
T: Just now we talked a lot about some persons .If we put these sentences together , they formed a kind of poem-----list poems..
Task3: Turn to page 13 , and do exercises 1 and 2.
Step 4. Grammar
Task4: Present some sentences on the blackboard , and ask Ss to tell the difference among them.
a. If I knew it , I would tell you.
b. If I had known it yesterday , I would have told you .
c. If I had known it , I would have told you.
d. If I had finished my homework , I would have gone to bed.
e. If I had known his telephone number , I would have made a phone to him.
S1: In these sentences , they use different tenses.
S2: They describe different situations.
S3:…………
T: Yeah . We can draw a conclusion as follows:
Verb forms
If –clause The main sentence
The present situation Ved would /could/should/might +V
The past situation had Ved would/could/should/might +have Ved
Task5: Compare some special sentences and draw a conclusion.
A. Had I not seen it with my own eyes , I would not have believed it.
Were it not to rain tomorrow , we would have a picnic.
Should it rain tomorrow , we would have a picnic.
Conclusion: connect subjunctive mood with inversion.
B. If the weather had been finer, the crops would be growing still better.
If you had followed the teacher’s advice, you wouldn’t be in hospital.
Conclusion: The situations in the clause and the main sentence are different.
C. If only I knew his name!
If only we had followed your advice!
If only I could see him again!
Conclusion: We should use different forms of verbs according to the different situations in the pattern: If only.
D. Without sunlight, people’s life would be different from today.
But for your help, I wouldn’t have finished the work.
Conclusion: If there are some special prepositions just like without , but for in the sentences, we sometimes should use subjunctive mood.
Step5. Practice
Task6 : Do exercises 3 and 4 on page13.
Task7: Present some pictures and ask Ss to make up some sentences with subjunctive mood.
Picture1: A rocket
e.g If I were a designer , I would design a spaceship .
If I were clever enough , I would have designed a spaceship.
Picture2: the universe
e.g.:If I were an astronaut , I would travel into space.
If I had been to space , I would have known what were there in space.
Picture3:a lot of money
e.g.:If I had a lot of money , I would run a big company.
If I had earned a lot of money , I would have built a lot of houses for the poor
Picture 4:the farmer and the snake
e.g.:If the farmer hadn’t seen the snake , he wouldn’t have put it in the arms.
If he hadn’t put it in the arms , the snake wouldn’t have bitten him.
If the snake hadn’t bitten him , he wouldn’t have died
Task8: Do some exercises on screen.
Step6: summary and homework
Do exercises 1-4 on page 50 and 51.
Period 4 Reading , Listening and Writing
Teaching goals
1. Target language
a. key words and phrases: pattern, rhythmic, rhyme, rhythm, sunlight, darkness, warmth, underlined, load
b. key sentences:
I’m not going to do….
I plan to do…
I’ll do….
I am looking forward to do…..
If I were the ruler of the world, I would do….
If I had a million dollars, I would do….
I feel happy when….
Slowly the moon climbs in the sky….
2. Ability goals
a. Enable the students to understand the rhyme and rhythm of the poem and grasp the main idea.
b. Enable the students can get the information from the long passage by listening.
c. Enable the students can express their feelings by writing poems.
3. Learning ability goals:
a. Enable the students to know how to get the key words to understand the poem.
b. Enable the students can find where the rhyme and the rhythm of the poem are.
c. Help the students learn how to get some skills in listening.
d. Enable the students to learn to present enough reasons to support their opinions.
e.. Help the students learn to write poems using the target language according to the writing steps.
4.Teaching important points
a. Help the students to understand what the rhyme and rhythm are.
b. Train the students to get the key words by reading the question before listening.
c. Teach the students to write according to the writing steps.
5.Teaching difficult points
a. How to help the students can find where the rhyme and the rhythm of the poem are.
b. How to help the students to make up dialogues, using the target language.
c. How to help the students to write the poem to express their feelings.
6.Teaching methods
Cooperative learning and Task-based learning
7.Teaching aids
A recorder, computer, slide and blackboard
8.Teaching procedure & ways:
Step1 Greetings and revision
Teacher greets the whole class and checks the homework.
Task1.Rhyme
Teacher asks the whole class to enjoy a poem (showing it on the screen by computer)
There was an old woman they say;
Who would eat an apple a day;
When asked she replied;
It’s good for my inside;
For I am never ill anyway.
Teacher asks some questions:
Question1: Do you think poem is funny? What is main idea of the poem?
(To tell us an apple is good for our health)
Question2: Could you find the rhyme of the last word in each line?
(say//day; replied//inside; anyway)
The rhyme in this poem is “a a// b b //a ”.
Task 2 .Rhythm
Enjoy a song----Little Stars
Teacher asks the students to listen to and follow it. After that, teacher asks them to find the rhyming words and share them. This time teacher tells students the poem not only has rhyme, but also has the rhythm so that people can sing it as well as read it.
Step2 pre-reading
Teacher tells the students they will learn a new poem which is also a song written by Rod McKuen and asks the students to listen to the poem to feel and think about.
Task1. Speaking
Show some questions on the screen before students listen.
1.Do you think the speaker in the poem is more like to be a girlfriend /boyfriend or a parent?
2.Does the poem have a rhythmic pattern?
3.Does the poem have rhyming words?
After listening to the poem, the students have some minutes to speak and share their opinions.
Task2.Discussion
Open question: When you were listening to the poem, did it make you feel something or think about something? What did it make you feel or think about?
This question has no standard answers , the students can discuss and express what they think freely.
Step3 While -reading
Teacher asks the students open their books and turn to page14.
Task1 Read the text following the tape.
Teacher asks students to follow the poems in their books while listening to the tape again and asks them to read aloud in pairs.
Task 2 Find the words that rhyme and circle them.
Teacher asks students to find and circle the rhyming words and list them on the blackboard to share.
Task3 Clap the strong beats of the rhythm
Teacher writes the first four lines on the board, and asks students to listen for the strong beats. Teacher plays the first four lines of the tape more than one time until the students are confident of hearing the strong beats and tap their tables in time to the strong beats. Teacher asks some students to underline the strong beats on the board and the teacher will tell them the correct answers by oral. After doing the example, the whole class will be divided into small groups and each group chooses one paragraph of the rest poem to underline the strong beats and reads them aloud. Some minutes later, teacher will check it in class.
Step4. Post –reading
Teacher sets exercises 3 (on page 15) on the screen and asks students to discuss the poem’s meaning in more detail. After that, teacher will tell each group to present the group’s views to the class.
Question1: Who is the speaker in the poem and who is he/she speaking to? Give reasons to support your answer.
Question2: Which of the following is the closest to the speaker’s message? Give a reason for your choice.
A .If it’s cold, I’ll warm you; if it’s dark, I’ll give you light; if you’re hungry, I’ll feed you; if you want love, I’ll give it to you.
B. Although the future may be difficult for you, whenever you need warmth and love, remember I’ll have some to give you.
C. While you’re away I’ll remember your smile and I’ll love you always. When you return, I hope you will love me.
Suggested answers.
Answer1 :A partner (mother or father) speaking to a young adult child(son or daughter)
Many of the phrases imply that the speaker is an older person who has experienced their own journey through life and who is offering love to the young person to help him/her begin his/her journey through life. For example, I’ve saved the summer …and I’ve saved some sunlight….when the speaker says Till you’re older….
We know that the speaker is probably a parent because he/she is offering the child unconditional love ( But if you’ve a need for love, I’ll give you al I own.).we know that son/daughter is a young adult because the speaker refers to the time when you were but nineteen.
Answer2: B is the best answer.
Step5 Pre-listening
Teacher tells students the listening is a conversation between a teacher and three of her students about a poetry competition. the students talk about when they are going to write their poems and how they become inspired to write poetry. Their discussion illustrates the function of intention.
Teacher first asks the students to discuss the following questions in groups about their experiences writing Chinese poetry.(show these questions by computer)
Question1: In what kind of place do you like to write poetry?
Question2: What conditions do you need to be able to write poetry? ( Does it have to be quite ,do you need to be alone, do you need to listen to music and so on?)
The discussion gives a context for the listening, prepares them for what they will hear and will help them understand the listening more easily.
Step6 Listening
Task1 First listening
Teacher reads the exercise1 with students before they listen and asks them whether ,in their discussion, any of them likes to write poetry under the same conditions as Lucy, Tom or Jack(ie in the countryside, at home, listening to music ).
As students listen, they should circle the correct student’s name in Exercise1.Check the answers together. (suggested answers: 1.Lucy;2. Jack;3.Lucy; 4.Tom)
Task2. Second listening
Teacher asks students to listen to the tape again , more than 2 times if possible. Exercise 2 asks more detailed questions. Teacher can reform and design the different forms of these question so that students will be more interested in them.
Exercises:
A. Multiple Choices
1.When do the students have to have their poems completed? (B)
A. By the 23th of the month B. By the 24th of the month C. By the 20th of the month
2. Who had decided not to write a poem for the competition but then changed is or her mind? (C)
A. Lucy B. Jack C. Tom
B. True or False
1.Lucy is satisfied with the poem she has written. (F)
Explanation: She thinks that if she had an extra week to work on it, she could improve it.
2.Tom has used music before while studying. (T)
Explanation: he works best when he is listening to his favorite music, but he has never tried writing poetry to music.
C. Complete the sentences
1. Why does Jack like to go into the countryside to write?
Because he finds that he notices all sorts of the things and he has interesting thoughts.
2. Why does Lucy stay at home to write?
Because she likes the quiet and likes to have her own things around her.
Task3 Third listening
This time the students are listening for a different kind of detail. They must listen for the expressions listed in Exercise 3.These sentences are model ways of expressing intention.
A. Filling the blanket
Teacher asks students close their books and show the sentences on the screen. Then Teacher plays the tape again and asks the students listen for these sentences.
1___________ enter a poem this.(I’m not going to)
2. ___________ do it this weekend.(I plan to)
3.How_____________become inspired to write this weekend?(are you going to)
4.__________________go on a hike into the countryside and sit quietly somewhere by myself.(I am going to)
5.____ also try out his way some time.(I’ll)
6.________________ try it tonight.(I ‘m going to)
7.__________________________ reading all your poems.(I’m looking forward to)
Check the answers together.
B. Repeating and Practicing
Imagine that the class has to enter poems in a competition next week. In small groups discuss the question :How are you going to become inspired to write your poem?
Teacher asks students to use some of the expressions in Exercise3 to talk about their plans. Students practise by oral and share in pairs.
Step 7 Writing
Task1.Revise the grammar
Students work in groups. Write a list poem starting with If I like poem C on page 10.write one line each .It doesn’t have to rhyme. Each group can choose one of these lines to start their group poem. Then share these poems in class.
Sentences pattern:
1. If I were the ruler of the world, I would….
2. If I had a million dollars, I would…
3. If I had taken your advice, I would have/wouldn’t have…
Task2 Write a poem
Teacher asks students to write a poem that starts with I feel happy when .The lines do not have to rhyme. Or write a poem that starts with Slowly. Start each line with Slowly and make each pair of lines rhyme. To show the students what to do, teacher list the first four lines of the two poems. Now teacher asks students to write own poem of eight to ten lines.
Eg: A
I feel happy when…
The sky is blue,
You smile at me with your sparking black eyes,
It’s my birthday.
Eg B
Slowly the moon climbs in the sky,
Slowly the black-tailed bird lets out a cry,
Slowly the dog crosses the road,
Slowly the old man carries his load.
If time permitting, the teacher asks students to finish their poems and share in class. If not, the task 2 of writing can be as homework.
Step8 Summary
In this period, all the students revise the key points of a poem-----Rhyme and rhythm. And they also enjoy a beautiful poem ----I’ve saved the summer. Students can understand the deep meaning in the poem and the parents’ love to the children. It’s good to help students how to appreciate poems. Meanwhile, Listening is important. Students enhance their listening skills by a conversation about the poems competition. In the end part, writing exercises helps students review the grammar and give them chances to express their thoughts by poem.(Teacher makes a list of some important points on the blackboard.)
Stop 9 Homework
1. Finish their poems after class.
2. Reread the poem “I’ve saved the Summer” and appreciate the beauty of the poem.
3. Make more sentences with If I had done….., I would….
Period5 Summary
Teaching goals
1.Target language
All useful words and structures in this unit.
2. Ability goals
a. Help students master the usage of the words and expressions in the unit.
b. Translate some sentences on Page 51.
c. Enable students to summarize what they learned by answering the questions in Summing up (P16) and Checking Yourself (P54).
3. Learning ability goals
Help students learn how to summarize what they have learned in this unit.
Teaching important and difficult points
How to review and conclude what students learned.
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 and a recorder
Teaching procedures & ways
Step1 Revision
Check the homework left before. Ask some students to present the poems that they have written. Teacher can give them some remarks if necessary.
Step2 Ex on Page 49-50
This part is a consolidation of the words and expressions learned in this unit.
1. Let students finish part 1 and part2 ( 5 minutes )
T: Now please open your books and turn to page 49. Let’s use words and expressions. Make adjectives from the nouns and complete the table with the correct nouns, verbs, adjectives or adverbs.
2. Give the students 3 minutes to finish part 3 on next page.
T: Try to complete each sentence using the correct word from the table you have completed within 3 minutes.
3.Check the answers with the whole class.
Suggested answers:
Exercise 1 on P49
1.beauty beautiful 2.joy joyful 3.sorrow sorrowful 4.delight delightful
5. dread dreadful 6. hope hopeful 7. peace peaceful 8. power powerfu
Exercise 2 on P49
Noun Verb Adjective Adverb
anger anger angry angrily
dark darken dark darkly
impression impress impressive impressively
repetition repeat repetitive repetitively
transformation transform transformational
translation translate translated
warmth warm warm warmly
enjoyment enjoy enjoyable enjoyably
expression express expressive expressively
inspiration inspire inspirational inspirationally
Exercise 3 on P50
1. expressively 2. darkness 3. translation 4. repeat
5. inspirational 6. anger 7. impressed 8. enjoyably
9. transformed 10. warm
Step3 Translation on page 51
T: Please turn to page 51 and translate some sentences into English, using the word and phrases in bracket. This part is a consolidation of the grammar item in this unit. You should pay more attention to the sentence structure. Are you clear?
S: Yes.
For the exercise, teacher can ask some of them to go to the blackboard to write down their translations. And then check them with the whole class. If there are some problems, teacher can ask the students to discuss and give them some suggestions to solve them.
Suggested answers:
1. 如果我们的糖没有用完, 我是不会去商店的。（run out of )
If we hadn’t run out of sugar, I wouldn’t have gone to the shops.
2. 如果刘思嘉没有考上大学， 她就不用离别父母搬到千里以外的地方去了。（thousands of)
If Liu Sijia hadn’t gone to university, she wouldn’t have moved to thousands of kilometres away from her parents.
3. 他会为你准备一杯由果汁、酸奶和鸡蛋制成的特殊饮料。（be made up of)
He’ll prepare for you a special drink that is made up of fresh fruit juice, yoghurt and eggs.
4. 如果你当时留心看着她，你就不会在人群中把她弄丢了。（keep an eye on)
If you had kept your eye on her, you wouldn’t have lost her in the crowd.
5. 如果你放松一段时间，你就会康复得更快一些。 （take it easy)
You ‘ll get better more quickly if you take it easy for a while.
6. 如果埃米莉没有逗那只猫，它就不会打翻那个漂亮的花瓶了。（tease; knock over)
If Emily hadn’t teased that cat, it would not have knocked over that beautiful vase.
Step4 Summary
T：Today we have done a lot. We have finished using words and expressions and done some translations. We have also reviewed what we have learned in this unit. Now let’s fill in the chart on Page 16. Think about what you have read and practised in this unit. Then tick the boxes.
SUMMING UP
Think about what you have read and practised in this unit. Then tick the boxes.
I have learned I need to
this well learn more
I have learned about :
some simple types of poetry ;
rhythm and thyme;
some new words and phrased;
how to write some simple poetry;
how to use the subjunctive mood;
how to talk about intentions and plans;
Step5 Project ( on Page 54)
Teacher can ask the students to find their favourite English poem or a translation of their favourite Chinese poem. Get them to read it or write it on a poster and put it on the wall for the rest of the class to share.
Here is a sample for them to refer to :
静夜思
唐-李白
床前明月光，
疑是地上霜。
举头望明月，
低头思故乡。
1) In the Still of the Night（徐忠杰译）
I descry bright moonlig ht in front of my bed.
I suspect it to be hoary frost on the floor.
I watch the bright moon, as I tilt back my head.
I yearn, while stooping, for my homeland more
2) A Tranquil Night (许渊冲译 ）
Abed, I see a silver light,
I wonder if it's frost aground.
Looking up, I find the moon bright;
Bowing, in homesickness I'm drowned.
T: As we know , the lyrics of many songs are good poems . Can you tell me what is your favourite song at the moment?
S: Various answers.
T: Different students have different answers. Now I will introduce my favourite song Seasons in the sun to you. Please listen carefully and try to write out the words. Do you understand?
S: Yes.
After enjoying the song, teacher can show the words for them.
Seasons In The Sun
----by Westlife
Goodbye to you, my trusted friend,
we've known each other since we were nine or ten;
together we've climbed hills and trees,
learned of love and A-B-C`s,
skinned our hearts and skinned our knees.
Goodbye my friend, it's hard to die,
when all the birds are singing in the sky;
now that the spring is in the air,
pretty girls are every where;
think of me and I'll be there.
We had joy, we had fun,
we had seasons in the sun;
but the hills that we climb
were just seasons out of time.
Goodbye, Papa, please pray for me,
I was the black sheep of the family;
you tried to teach me right from wrong,
too much wine and too much song,
wonder how I got along.
Goodbye, Papa, it's hard to die,
when all the birds are singing in the sky;
now that the spring is in the air,
little children every where,
when you'll see them, I'll be there.
We had joy, we had fun,
we had seasons in the sun;
but the wild and the song,
like the season has all gone
Goodbye, Michelle, my little one,
you gave me love and helped me find the sun;
and every time that I was down,
you would always come around
and get my feet back on the ground.
Goodbye, Michelle, it's hard to die,
when all the birds are singing in the sky;
now that the spring is in the air,
with the flowers every where
I wish that we could both be there.
All our lives we had fun,
we had seasons in the sun;
But the stars we could reach
were just starfish on the beach.
再见了,我忠实的朋友
我们从孩提时就已相识,相知, 我们一起爬山,爬树
学会去爱和其他基本知识
我们心意相同,情同手足
再见了朋友,我实在不愿意离去 当所有的鸟儿在天空歌唱. 空气中弥漫着春天的气息. 到处是漂亮的女孩.想我了,我就会与你同在。
我们曾共享快乐。
也曾共享阳光季节。
但我们一起爬山
的那些日子已经逝去。
再见了爸爸,请为我祈祷.
我是家里的害群之马.
你费尽心思教我明辨是非.
我却沉醉于歌酒狂欢中.
真不知道我以前是如何过日子的.
再见了爸爸,我实在不愿意离去.当所有的鸟儿在天空歌唱. 空气中弥漫着春天的气息.小孩子在到处嬉戏. 当你看见他们,我就会与你同在.
我们曾共享快乐,也曾共享阳光季节. 但昔日的歌酒狂欢, 犹如季节更迭已消逝。
再见了蜜雪儿,我的小可爱.
你给了我爱,帮我找到希望.
每当我意志消沉时,
你总会来到我的身边.
鼓励我振作起来
再见了蜜雪儿,我实在不愿意离去.
当所有的鸟儿在天空歌唱,
空气中弥漫着春天的气息
到处都是美丽的花朵
我希望我们都在那儿欢聚！
我们曾共享快乐。
也曾共享阳光季节。
但昔日的歌酒狂欢。
犹如季节更迭已消逝。
也曾共享阳光季节。
我们曾共享快乐。
也曾共享阳光季节。
但昔日的歌酒狂欢。
犹如季节更迭已消逝。
我们曾共享快乐。
也曾共享阳光季节。
但昔日的歌酒狂欢。
犹如季节更迭已消逝。
我们曾共享快乐。
也曾共享阳光季节。
Step6 Check yourself
This is a chance for students to collect knowledge they have learned in the unit. Teacher can leave them some time to finish the questions in the chart. Doing this task can improve students ability of teaching by oneself. If they like they can have a discussion in pairs, teacher can walk among them and give them some help.
Step7 Homework
T: The homework today is to preview the next unit; get familiar with the new words and expressions. OK, class is over. See you later.
S: See you.
教学建议：
本单元的教学围绕诗歌这一主题展开，听说读写等语言知识和语言技能应要围绕“诗歌”这一主题设计。文中涉及诗歌的韵律、节奏，并介绍了几种简单的不同内容和形式的诗歌，要积极引导学生进行讨论，让他们了解诗歌的一些基本特征和写作方法，并学会欣赏这些优美的文学作品。另外将语法基础知识的训练放在诗歌优美的语言环境中进行，在提高学生审美能力的同时，避免了以往语法讲解的枯燥感。
1、本单元的中心话题是诗歌，由于诗歌包含的内容丰富，所以每节课的设计都应有所侧重，注意掌控课堂教学节奏，不要面面俱到。
2、由于学生平日较少接触英语诗歌，因此鼓励学生进行课文预习的学习策略，对英语诗歌有个大概的了解，但不主张将所有新单词的意思标注出来，这会削弱阅读训练的作用。
3、课堂教学的活动设计应有梯度，任务设计要符合学生的实际水平，难易要适中。考虑到诗歌易于朗诵等特点，可增加互动性的教学内容，但应避免流于形式，使课堂既“热闹”又有实效。
4、在实现教学任务的过程中，老师应加强对学生的引导，比如可进行示范性的诗歌朗诵，引导学生主动参与到互动性的教学活动中来，让学生在轻松的氛围中完成学习任务，体味到诗歌独特的韵味，享受课堂内成功的喜悦。
5、对学生的课堂表现应于正面鼓励为主，引导学生相互交流和评价，与学生形成互学共进的良好教学环境。
一． 单元教学目标
技能目标 Skill Goals
Talk about health
Learn the harm of smoking and how to stop smoking
Learn to advise people about what to do and what not to do
Learn about AIDS and how to keep safe from HIV
Write a letter to give advice on some problems
二． 语言目标
（一）功能句式
How to advise people about what to do and what not to do
Do/don’t…
Don’t forge to…
It is not/would be a good idea to…
You should…
You don’t have to…
Mind your head/step!
It’s OK/all right to…
(二) 词汇
(三) 语法
The use of it
(四)重点句子
三． 分课时教案
The first period
Warming up and pre-reading
Step one Warming up
This step is to lead the students to the topic of this unit ―― A healthy life
（一）Questions:
1. What health issues do you think concern young people the most?
(After about 3 minutes)
A sample list:
Cigarette smoking Drinking alcohol Drug taking Diet Physical fitness
Sexual health Stress AIDS and infections Cancer Anxiety and so on
2. What’s a healthy life?
(After discussion)
Possible answer:
To be sure healthy, a person must be well in mind, body and spirit.
(二) Show some pictures on the computer
Directions:
Looking at the following pictures. What are they doing ?Which are healthy activities while which are unhealthy activities?
(Ask the students to describe the pictures using their own words)
Straightforward description:
Picture one:
They are Singing. Healthy
Picture two:
They are Dancing. Healthy
Picture three:
They are Playing basketball. Healthy
Picture four:
They are Doing Taiji. Healthy
Picture five:
They are Drinking alcohol. Healthy
Picture six:
They are Eating too much. Unhealthy
Picture seven:
They are Smoking, coughing. Unhealthy
Step two Pre-reading
（一）Questions:
1. Have you ever smoked? If you have, have you ever tried to stop?
2. Why do you think some adolescents start smoking?
Possible answer:
Some adolescents start smoking because they are falsely influenced by some media. Some think it’s cool. Maybe some want to lighten some stress.
3. In what ways is smoking harmful?
Mentally and healthily.
4. What advice would you give to someone when wanted to stop smoking?
Possible answer:
Let them get interested in some positive hobbies like sports, playing music, reading, playing chess and so on.
5. Where could you get good advice on stopping smoking?
Step three: Homework
Pre-view the Reading: Advice from grandad, get a main idea of this passage and master the new words.
The second period
Reading
Step one: ask the students to read the passage for five minutes then answer the following questions:
1. What kind of person do you think James’ grandfather is ?
Possible answer:
He is fit and healthy and leads an active life. He takes an interest in his daughter’s and grandson’s well-being. He is knowledgeable. He reads the internet. He appears to love his grandson.
2. What are the suggestions James’ grandfather gives to quit smoking?
Possible Suggestions to quit smoking:
Prepare yourself
Be determined
Break the habit
Relax
Get help if you need it
Keep trying……
3. Do you think the information and advice on the internet page that James’ grandfather sent is useful for someone who is trying to give up smoking?
Possible answer:
It’s a good summary but a person wanting to give up should probably look for more information than what is presented here.
4. What else could have been included?
5. What information could have been left out?
Step two: Fill in the chart on the next page with information from the reading passage.
Different ways people can become addicted to cigarettes
Harmful physical effects for smokers
Effects a person’s smoking can have on other people
Effects smoking can have on sporting performance
Step three: Make a summary on how to stop smoking.
Step four: Homework
1.Make sentences with the following words and phrases:
due to addicted to accustomed to automatically mentally manage pregnant quit decide on eventually
2.Search on the Internet or other sources for information about how to stop smoking.
The third period
Learning about language--- Words and expressions
Step one: Explanation
1.adolescent.青少年
e.g. adolescents between 13 and 18 and the problems they face
13至18岁的青少年以及他们面临的问题
2.due to归因于，归功于。
e.g. 1.The accident is due to your careless driving.
那意外事故归因于你驾驶不小心。
2. Her worldwide fame is due to his support.
她名扬四海应归功于他的支持。
表示因果关系的词和短语
because从属连词，接从句，表示所叙述的理由是本句的重点
assince从属连词，接从句，表示理由是已知的，而理由以外才是叙述的重点
for并列连词，不用于句首，至于第一分句之后，补充说明理由；第一分句表示推测时，用for说明推测的依据。
because of 介词，意思是“因为”，较口语化
owing to介词，意思是“因为”，较正式
thanks to介词，意思是 “多亏了”
as a result of介词，意思是“因为”
3. addicted 形容词，“对某某上瘾”,“沉湎于某某”
e.g. My children have become hopelessly addicted to television.
我的几个孩子都成了电视迷，简直不可救药了。
addict名词，沉湎与不良嗜好的人，由指吸毒者。
addiction名词，沉湎、成瘾
addictive形容词，使人上瘾的
4.accustom动词，使人习惯于、养成习惯
e.g. She found it necessary to accustom her child to getting up early.
她觉得有必要让孩子养成早起的好习惯。
常用句式
（1）accustom+名词/oneself + to+名词
e.g. Children are quick to accustom themselves to new surroundings.
孩子们很快就会适应新环境。
（2） be accustomed to +名词
e.g. I am accustomed to walking long distances.
我习惯与长距离步行。
（3）get/become accustomed to +名词
e.g. You will soon get accustomed to the job.
你将会习惯于这个工作。
5.quit 动词，过去式和过去分词均为quit，现在分词为quitting，接动词-ing形式，“停止做”
e.g. She quit smoking when she got pregnant.
她一怀孕就戒了烟。
6. in spite of 尽管、无视 。后接名词。
e.g. She can’t see very well in spite of her glasses.尽管戴着眼镜她还是不能看得很清楚。
The boy went out in spite of his father’s orders.那男孩无视父亲的命令，径直出去了。
7. feel like 想要，只表示一次的想法，后接动词-ing形式
e.g. It’s so hot today. I feel like going swimming.
今天好热啊。我想去游泳。
8.get into陷于，染上什么习惯
get into the habit of 养成什么习惯。相当于fall into the habit of或者form the habit of
e.g. The girl has got into the habit of playing with her hair while reading.
那个女孩养成了阅读时玩弄头发的习惯。
短语联想
get into trouble惹上麻烦
get into debt负债累累
get into a temper大发脾气
get into deep water陷于困境
get into one’s head有某种看法
get into the way of习惯于、学会
Step two: Now do the quiz and check yourself
1. Rice production has increased greatly in china over the last few years, largely _______super hybrid rice.
2. Having lived in Hawaii all his life, he was not __________to the cold of Northern Europe.
3. He was_________ of his body so he decided to go on a diet and do more exercise.
4. In spite of her wounded leg, she ________to get up the stairs.
5. He told me the same story _____________ until I felt like screaming.
6. With exams only a week away, I am under a lot of ______.
7. When I ____________playing sport I become very fat and unhealthy.
8._______health is as important as physical health.
9. Now that I am __________ I eat a good diet because I want my baby to be born healthy.
10.___________often take more risks than adults.
Step three: Complete the text with words form below.
adolescents 青少年 cigarettes 香烟
quit 停止，戒 drugs毒品
due to 归因于 stress压力
eventually 终于 alcohol酒
addicted 上瘾的 manage管理，努力做
Smoking ________,drinking ______or taking other_______ produce many harmful effects and have no real benefits. So why do __________do it? Some because they believe it makes them look cool. Others think it will help with _________in their life possibly_____ pressure from their parents or teachers. Some just want to see what it is like. What they don’t realize is that they will get into the habit and ________become _______. It will then be difficult to _____the habit. A few people ________to quit easily but for many it is a very painful process. Of course, the best way to deal with these drugs is not to start in the first place.
Step four: Homework
1. Master and go over the use of the words and phrases above.
2. Pre-view the use of it on page 21.
The fourth period
Learning about language-grammar
教学it的用法(略.详见课件)
The fifth period
Using language
Step one: Show some pictures on the computer. This step is to make the students have a general understanding of AIDS and HIV.
Step two: Before their reading:
Tasks:
1. Discuss what you know about HIV/AIDS with your classmates.
2. Now make a list of words you might read in the poster.
Step three: Read the poster, then answer the questions:
1. What’s a virus?
A virus is a very small living thing that cause disease.
2. How does HIV affect people’s health?
HIV virus weakens a person’s immune system and eventually it damages the immune system so much that the body can on longer fight against disease.
3. What is the difference between AIDS and HIV?
HIV is a virus, while AIDS is the stage of the illness caused by HIV
4. Is there a cure for AIDS and HIV at the moment?
Step four: This passage can be divided into three sections. what’s the purpose of each section ?
Section1: Background information about what the diseases.
Section2: Ways to protect yourself.
Section3: Some common myths dispelled.
Step five: Decide the following statements are true or false.
1. It is dangerous to get close to a person with AIDS. F
2. It is very likely that you will die if you become infected with HIV. T
3. You can only get HIV from injecting drugs. F
4. Evidence show that men get AIDS more easily than women. F
5. It could be dangerous to have sex without using a condom. T
6. If blood or sexual fluids infected with HIV get into someone’s body, that person could become infected too. T
7. You shouldn’t hug a person with HIV/AIDS. F
8. It is easy to tell a person has HIV/AIDS. F
The sixth period
Listening and writing
Listening
Step one: Pre-listening:
1.Discussion:
Are there any discos, karaoke bars or nightclubs in your district for young people to go to?
Have you ever been to places like these?
Do you ever go to parties with your friends?
Do you think it is OK for alcohol to be available at places where young people meet?
2.Read Exercise 1, which explains the context of the dialogue. Give suggestions about the kind of things Sara might be nervous about.
Step two: Listen to the tape: Tick the things Sara is worried about.(详见课件)
Step three: Listen again: Complete Tina’s sentences. (详见课件)
Writing
Read this letter and imagine you are the adviser who deals with students’ problems. Write a letter to give Xiaolei some helpful advice.
Dear…,
Can you help me, please? I have tried to stop smoking several times. I am OK for two days and then I feel really sick and irritable and I have to start smoking again. I know smoking is a bad habit ,but I just can’t seem to give it up. Do you have any useful tips?
Your sincerely,
Li Xiaolei
Sample Letter
Dear Li Xiaolei,
I am sorry you have had so much trouble to stop smoking, but I am glad you are still trying. I hope the tips below will help you.
First of all, don’t give up. The more often you try the more likely you are to
eventually succeed.
When you feel irritable, don’t automatically reach for a cigarette to make you feel better. Take a few moments to relax. Start by breathing deeply and lifting your arms out to the side and over your head.
It is a good idea to drink lots of water and eat lots of fruit when you are quitting smoking. This will help to remove the nicotine from your body faster and you won’t feel so sick.
It is normal to feel a little stressed when you first give up smoking, but try to remember that it will only last a few days and then you will begin to feel much better.
Keep up the good work, Li Xiaolei ,and remind yourself how much healthier you will be when you finally quit.
Good luck and best wishes,
Sun Gao
Ⅰ.Teacher: Huang Likui
Ⅱ.Teaching material: NSEFC Book 6 -- Unit 2
Ⅲ. Lesson type: warming up & speaking
Ⅳ. Teaching aids:
1. a tape recorder
2. a projector
3. Slides and Pictures
Ⅴ. Teaching Objectives:
1. To present the topic of this unit -- poetry
2. To help students form concept of poetry.
3. To learn some words and useful expressions in order to express their own feelings.
4. To cultivate students’ interest of poetry.
Ⅵ. Teaching Important Points:
How to improve the students’ speaking ability.
Ⅶ. Teaching Difficult Points:
How to make the students gain enough information to express themselves.
Ⅷ. Teaching Methods:
1. Pair work or group work to make every student join in the class activities
2. Discussion to make every student express himself freely.
Ⅸ. Teaching Procedure:
Step 1: Daily Greetings (1 minute)
T: Good morning, students!
Ss: Good morning, Miss Huang!
Step 2: Warming up (11 minutes)
T: Last unit we have learnt something about art, right?
Ss: yes
T: It is a kind of art. This time we will learn another kind of art. What is it?
Ss: Poetry.
T: Yes, poetry. From now on, we will begin a mysterious trip of poetry--Unit 4: a garden of poems. Here “poem” means 诗,它是指一首具体的诗。It is a countable noun. We can say “a poem” or “poems”. For example, we can say “a love poem”. Well, the word “poetry” refers to 诗歌，它是指诗歌的总称。So it is an uncountable noun. Is that clear?
Ss: Yes.
T: Ok. Who are the people that write poems?
Ss: Poet.
T: Yes, we call them poet. Can you name some famous poets in China?
Ss: ……
T: Very good. So many. Now, I’d like to introduce you two of them. Who is he?
(show a picture of Li Bai on the Blackboard)
Ss: Li Bai.
T: Good. Li Bai. Can you recite any of his poems?
Ss: ……
T: Good job. (show a poem written by Li Bai on slide 1)
So from his poems, we can see that Li Bai is full of imagination, right? His poems are always very romantic. So we say Li Bai is a representative of Romanticism. What about another famous poet? Who is he?
（show a picture of Du Fu on the blackboard）
Ss: Du Fu.
T: Yes, you’ve got it. Do you know any of his poems?
Ss: ……
T: Wonderful, thank you. Compared with Li Bai, most of his poems present us a real life in that period. For example, “朱门酒肉臭，路有冻死骨” . It tells us the living condition of the people at that time, right?
Ss: Yes
T: So, we call Du Fu realistic poet. Now, I’d like to take a poem written by Du Fu for example.
(show a poem written by Du Fu on slide 2)
Xxx, would you please read it for us?
S1: (reading)
T: Thank you very much. Well, can you understand the meaning of this poem?
Ss: No.
T: I don’t know, either. I think if we don’t know the background of the poem and some necessary explanations, it will be very difficult for us to understand a traditional poem, right?
Ss: Yes
T: Well, what about this one? Who’d like to read it for us?
(show a English songs “Do Ri Mi on slide 3)
S3: (reading)
T: Do you think it is easier to understand?
Ss: Yes
T: I’m sure all of us know what it talks about.
Step 3: Reading (5 minutes)
T: Today we’ll learn some English poems. They includes many kinds….
Ss: (reading)
T: Thanks for your sweet voice. Look at the first poem , can you tell me what is the Nursery Rhymes?
S4: Strong rhythm and rhyme, a lot of repetition, easy to learn and to recite
T: Yes. Good.
What the matter is. OK?
T: Can you understand the meaning of this poem? It talks about a football match, right? With him?
S5: They lost the game.
Step 4: Discussion (10 minutes)
T: OK, up till now, we have collected several words to describe different styles of poems. Well, what other words will we need to talk about poems? Now, would you please form a group of four and have a discussion.
What other words will we need to talk about poems? Are you clear?
Ss: Yes
T: Ok. I’ll give you three minutes. After that, I’d like some of you to list some words you need. Now, go!
(Three minutes later)
T: OK. Time’s up. Who’d like to be the bravest one?
S6: funny, happy.
T: Good. Any other opinions?
S7: Boring, dull, sad.
T: Very good. Any other words?
S8: Moving, meaningful, meaningless.
……
Step 5: Pair work (10 minutes)
T: Well, what about this one?
(Sing an English song of another style by myself--Jingle Bells)
Do you think it is very sad?
Ss: No.
T: Do you think it is happy?
Ss: Yes
T: Yes, it sounds very happy. It is also very lovely, right?
Ss: Yes
T: Well, compare with these two songs, which one do you like better? This time, I’d like you to discuss with your desk-mates and make up a dialogue.
Which song do you like better? Why?
You can make up your dialogue with these useful expressions and sentence patterns. Maybe this sample may help you a lot. (show the useful expressions and a sample on slide 5) Is that clear?
Ss: Yes
T: OK, go. You have five minutes to prepare.
(five minutes later)
T: Who is ready?
……
(check some pairs.)
Step 6: Conclusion (3 minutes)
T: Today we just begin our magical journey of poetry. We have talked about some famous poets and learnt many words to show our ideas about poems and songs, right? Besides, we also enjoyed two beautiful songs. Do you feel good this class?
Ss: Yes
T: Thank you.
Step 7: Homework (5 minutes)
T: Here comes your homework. Next period we’ll make a further study about poetry, especially English poetry. So:
1. Please preview the reading part and look up the new words in the dictionary.
2. Try to find an English song or poem, and write a review.
Are you all clear?
Ss: Yes
T: Ok. So much for today. Thanks for your attention. See you!
Ss: See you!
Ⅹ. Blackboard Design:
Unit2 Poems
具体的一首诗
romantic 浪漫主义的 realistic 现实主义的 poetry 诗歌（总称）
interesting uninteresting poet 诗人
funny 滑稽的，可笑的 dull / boring 枯燥的 limerick 打油诗
happy sad 悲伤的 style 风格
meaningful meaningless
lyric 抒情的 bold and unconstrained 豪放的
moving 感人的 lovely 可爱的
encouraging 振奋人心的
附：
Slide 1: Slide 2:
《望庐山瀑布》 《冬日有怀李白》
--
李白 --杜甫
日照香炉生紫烟， 寂寞书斋里，终朝独尔思。
遥看瀑布挂前川。 更寻嘉树传，不忘角弓诗。
飞流直下三千尺， 短褐风霜入，还丹日月迟。
疑是银河落九天。 未因乘兴去，空有鹿门期。
Slide 3: Slide 5:
沁园春--考试
考场风光，
千里纸飘，
万里眼瞟。
望教室内外，
风景甚好，
交头接耳，
互打手势，
欲与考官试比高；
需来日，
看试卷成绩，
互喜互贺。
惜八股取士，
摇头晃脑。
死记硬背，
甚是苦恼。
一代天骄，
时代骄子，
考试作弊出高招。
俱往矣，
数风流高手，
还看今朝。
Useful expressions:
1. I’m interested to …… but ……
2. I’m (not) interested in …… so ……
3. I think it will be too ……to ……
4. I’ve never heard of …… so ……
5. I don’t know much about …… but ……
6. I’d like to ……
Example:
A: Which song do you like better?
B: I’m interested in……
A: Why are you interested in ……?
B: Because …… What about you?
A: Well, I prefer to ……
Because I think ……
Slide 4: the lyric of the song “My Heart Will Go On” (omit)
Unit 2 Poems
Ⅰ.Teacher: Huang Likui
Ⅱ.Teaching material: NSEFC Book 6 -- Unit 2
Ⅲ. Lesson type: Reading
Ⅳ. Teaching aids: Multi-media
1. a computer
2. a tape recorder
Ⅴ. Teaching Objectives:
1. To learn the main develop steps of the history of English poetry.
2. To learn the characteristics of poems during different periods.
3. To master some extra-curricular knowledge about some famous poets.
4. To improve students’ reading ability.
Ⅵ. Teaching Important Points:
1. The extra-curricular knowledge of English poetry
2. The similarities and differences between the Chinese and English poets and poems.
Ⅶ. Teaching Difficult Point:
How to grasp the information presented in the reading material.
Ⅷ. Teaching Methods:
1. Fast-reading to rasp the main idea of three most important paragraphs.
2. The introduction of some famous poets to widen their background knowledge about English poetry.
3. Pair work or group work to get every student to join in the class activities.
Ⅸ. Teaching Procedure:
Step 1: greeting and revision (2 minutes)
T: Good morning, girls.
Ss: Good morning, Miss Huang Likui.
T: Yesterday, we started our trip of poetry. We mentioned a lot of things. Some new words and some famous poets in china, right?
Ss: Yes
Step 2: While-reading (30 minutes)
(Deal with paragraph 3, 4 and 5)
1. Fast-reading (10 minutes)
T: What about English poetry? Now, please open your textbook and turn to page 10. Let’s have a look at the poems first. Please listen to the tape carefully.
Ss: Yes
T: OK, here we go.
(Several minutes later)
…………….
2. Intensive-reading (20 minutes)
T: Despite its short history, there are a lot of good English poets around. This time, would you please red the third paragraph more carefully and answer the questions on the screen?
1. How many poets are there in this text? Who are they?
2. Whose poetry reminds Chinese readers of the poems by WangJian?
3. What is Haiku?
Are you clear?
Ss: Yes
(Several minutes later)
………………
T: That’s right, thank you. How time flies! The windmill of the time accompanied us going through many kinds of poems .
……………….
T: Very good. Thank you very much. No matter how well a poem is translated, something of the spirit of the original work is lost. So we’d better learn English well, thus we can read poetry in English.
Step 5: Post-reading (3 minutes)
(Adopt the first paragraph as a conclusion of the whole passage)
T: So, today, we have learnt a lot of things about English poetry, including some famous poets and their representative works, right?
Ss: Yes
T: Although we are Chinese, they are English; although we are modern people, they are ancient men; poetry can bring us together, right? Just as Mu Dan wrote: Quietly, we embrace in a world lit up by words.
Step 6: Homework (2 minutes)
T: Here comes your homework.
1. Finish exercises in post-reading
2. Review the information we have collected this class.
3. Read the whole passage again and underline some language points. Is that clear?
Ss: Yes
T: So much for today. See you tomorrow!
Ss: See you!
Unit 2 Poems
Ⅰ.Teacher:
Ⅱ.Teaching material: NSEFC Book 6 -- Unit 2
Ⅲ. Lesson type: grammar
Ⅳ. Teaching aids: Tape recorder, Slides, Pictures
V
1.英语动词有三种语气， 陈述语气，祈使语气和虚拟语气。
2. 定义：用来表示说的话不是事实，或者是不可能发生的情况，而是一种愿望，建议，假设的语气叫虚拟语气。
3. 在条件句中的应用
条件句可分为两类，一类为真实条件句，一类为非真实条件句。非真实条件句表示的是假设的或实际可能性不大的情况，故采用虚拟语气。
1).真实条件句
真实条件句用于陈述语气，假设的情况可能发生，其中 if 是如果的意思。
句型： 条件从句 主句
一般现在时 shall/will + V原形.
If he comes, he will bring his violin
2). 非真实条件句。
非真实条件句用语虚拟语气，假设的情况不可能发生，或者可能性很小，其中if 是“要是、如果”的意思。即: “要是……就好了”；“如果……，……就会……”
Warming-up
Lead-in:
In order to decorate our classroom, we have several paintings to choose from. Now I’d like you to look at the paintings in this unit. (p2 and p44)
Which would you like to put up on the walls of our classroom? And why? What kind of the style for each painting?
Important points:
1. include v. including prep.
Eg. Thirty people, including six children, went to visit the factory.
== Thirty people, six children included, went to visit the factory.
(介词短语including six children可用独立主格结构six children included替换，
即including sb.=sb. included)
2. painting n.(油，水彩) 画 paint v.（用颜料）画
drawing n.(素描) 画 draw v.（用线条）勾画
3.abstract adj.抽象的，深奥的 n.摘要（of）
v.摘录，提取，分离（from）
(perfect adj./v increase v./n. conduct v./n.)
an abstract painting 抽象画 abstract noun 抽象名词
abstract…from…从…中提取
in the abstract 抽象地，一般性地
eg. Beauty is abstract but a house is not.
eg. Salt can be abstracted from sea water.
eg. I like dogs in the abstract, but I can’t bear this one.
4.What would you rather do … 你更愿意做什么…
Pre-reading (说课p94)
Reading
Scanning:
1. What were the artists interested in from 5 th to 15 th century AD?
They are interested in creating respect and love for God.
2. How did Masaccio paint his paintings?
He drew things in perspective(透视画法), which make picture very realistis.
3. Why did the impressionists have to paint quickly?
Because natural light changes quickly, they had to paint quickly.
Skimming
Name of Ages Time Artist Feature
The Middle Ages 5th to 15th century AD Giotto di Bondone religious, realistic
The Renaissance 15th to16th century AD Masaccio perspective, realistic
Impressionism late 19th to early 20th century detailed, ridiculous
Modern Art 20th century to today controversial, absreact, realistic
Important points:
1. influence v.& n. 影响（力）；有影响（之人或物）
have an influence on/upon… 对…有影响
have influence over/with… 对…有影响力
under the influence of 受…所影响，受…所左右
eg. The weather in summer influences the rice crops.
eg. He has no influence over his children.
2. belief n.相信；信念；信仰；信心 believe v.
belief-believe life-live proof-prove safe-save thief-thieve
beyond believe 难以置信
have belief in… 对…有信心
It’s one’s belief that- 某人相信
to the best of one’s belief （某人）深信
eg. My belief is that he will win. 我确信他会赢。
eg. Her belief in God is very firm. 她对上帝的信仰很坚定。
3. consequently adv. 所以；因而(as a result)
consequent adj. 作为结果的；随之发生的；由..引起（on）
consequence n.结果；后果；重要性
as a consequence of 作为…的结果 in consequence of 作为…的结果
be of no consequence to sb. 对…无关紧要
take/bear/suffer the consequence of one’s action 承担行动的后果
eg. As a/In consequence of your laziness and rudeness, I am forced to dismiss you.
由于你的懒惰和粗野，我不得不辞退你。
eg. It’s of no consequence to me.
eg. You made the wrong decision, and now you must take the consequences.
eg. Severe flooding was consequent on the heavy rain. 大洪水是由大雨所致。
4. …starting from the 5th century AD. 分词短语做方式状语
eg. Please translate the following sentences, using the words and phrases you have learnt.
5. …the main aim of painters was to represent religious themes.(不定式作表语)
aim n.目标；目的；瞄准 v.瞄准；努力 aimless adj. 没有目标
take aim at 瞄准
achieve one’s aim 达到某人的目标
aim to do sth. 意欲/力求做某事
aim (sth.) at sb./sth. （用某物）瞄准某人/某物
be aimed at 目标是；目的是
eg. What’s your aim in life? 你人生的目标是什么？
eg. He aimed the gun at a bird. 他用枪瞄准鸟。
6. …by the 13th century
by prep. 在…之前，不迟于…
（“by+过去时间”常与过去完成时连用；“by+将来时间”常与将来完成时连用）
eg. I had learnt eight thousand words by the end of last month.
eg. By the time this letter reaches you I will have left the country.
7. value n.价值；（pl.）价值观 v.给…估价
be of great(some, little, no) value to… 对…有很大（一些，几乎没有，没有）价值
put great value on sth. 认为某事十分有益
go up/rise/increase in value 升值
go down/fall/drop in value 贬值
cultural/social/moral values 文化/社会/道德观念
valuable adj. 有价值的；重要的
valueless adj. (worthless) invaluable adj. (priceless)
8. take the place of 替代，取代（replace）
take one’s place 入座，就位（当one与主语指同一人时）；代替某人的职位
in the place of 代替；取代（instead of）
take place 发生；被举行（无变动）
eg. Please take your place. From now on I will take the place of Mr. Li as chairman of the meeting.
9. focus v. 使聚焦；使集中 n. 焦点
focus sth. on sth. 聚焦于；集中于
in focus 焦点对准的；清晰的
out of focus 焦点未对准的； 模糊不清的
eg. All our eyes were focused on the speaker. 大家的目光都集中在发言人身上。
10. possession n. 所有；占有；（pl.）所有物；财产
possess v.占有；拥有
possessor n. 所有人；持有人
personal possessions 个人财产
in possession of 占有；拥有；持有 (主语是人，拥有某物)
in sb’s possession/in the possession of sb.
为某人所有； 在某人的控制下(主语是物，为某人所有)
come into possession of sth. / take possession of sth. 占有某物
eg. He was found in possession of some dangerous drugs.
== Some dangerous drugs were found in the possession of him / in his possession.
eg. The soldiers took possession of the enemy’s base.
11. in perspective 用透视画法 perspective n. 透视画法；透视图；观点
12. convince vt 使确信；使信服
convince sb. to do sth. 说服某人做某事
convince sb. of sth. / that- 使某人相信
be convinced. of sth. / that- 相信
eg. It took many hours to convince John of his wife’s mistake.
eg. We convinced Anne to go by train rather than plane.
eg. It’s hard to convince my family that we can’t afford a new car
eg. I am convinced that he is telling the truth.
13. If the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures. (if条件句中表过去情况的虚拟语气)
14. a great deal 大量；很多（a lot, much）
修饰不’ 修饰可’ 修饰可’+不’
much a large/great number of a lot of/lots of
a great/good deal of large/great numbers of a large quantity of
a great amount of a great/good many large quantities of
dozens of(几十) plenty of
scores of(几十)
15. mostly adv. 大部分地；主要地（mainly, largely）
most n.大部分；最大程度（作主，宾） adj. 大多数的（表） adv. 最，极其，非常（状）
eg. Most students say that it is a most (a very) interesting book, but it isn’t the most (最高级)interesting they’ve read, and that they read such books mostly on weekends. .
16. be accepted as… 被认为是…
17. nowadays adv 现今；如今 Nowadays many people travel by air
18. scores of 许多的；大量的；几十的（修饰复数名词时，不与数词连用）
eg. I have been there scores of times.
score n. （比赛）比分；（测试）分数；二十
three score (of) years 六十年 (表示“二十”时与数词连用，不加s)
scores of years 许多年
与dozen用法类似
19. …but without the impressionists many of these painting styles would not exist….
without the impressionist介词短语相当于一虚拟条件句 if there were not the impressionists…
20. attempt vt.& n. 尝试；努力；企图
(attempt比try更正式,且attempt 暗含不成功)
attempt a difficult problem 试着解答难题
attempt to do sth 试图做某事
make an attempt to do/at doing sth. 试图做某事
21. …using colour, line and shape to represent them. (现在分词作伴随或方式状语)
eg. He often went running to school.
22. on the other hand 另一方面，反过来说（状）
on (the) one hand 一方面
on hand 现有的，手头上的，即将发生的
Comprehending
Learning about language
1. historical adj. 历史（上）的；史学的
historic adj. 历史性的；具有历史意义的
a historical event 历史事件 a historic event 历史性事件
2. at (the) least 至少，最低限度 at (the) most 至多，最多
eg. A child must sleep at least eight hours a day.
eg. I can give you 20 dollars at most.
3.doubt n.& v.(作 v.时，肯定句可用whether/if/that引导，否定句只用that引导)
no doubt 很可能，无疑 in doubt 怀疑，不肯定
There is no doubt of&about sth./ that-- 毫无疑问…
There is doubt whether- 令人怀疑…
eg. There is no doubt that he is honest./of his honesty.
eg. He doubted whether they would be able to help. 他拿不准他们是否能够帮忙。
eg. I doubt (that) he will come to the meeting. 认为他未必会来
4. refer to 指，说（某事）
eg. Are you referring to me?
refer…to… ①提交，上呈；②引..去查询、参考
refer to ①查询，参考②提及，涉及，指
eg. The teacher often refers her pupils to this dictionary.
eg. Her pupils often refer to this dictionary.
eg. Don’t refer to this matter again.
5. bunch n. 束，串 a bunch of flowers
Using Language
What’s the main idea of this passage?
The passage introduces some best art galleries of Manhattan.
(It is perhaps from a tourist guide book)
Important points:
1. collection n. 收集，收藏；收藏品
make a collection of… 收藏
make a collection for… 为…募捐
have a large collection of… 收藏有大量的…
2. …leaving his house,… (现在分词短语作状语)
eg. Both of them died in the accident, leaving their son alone.
3. worth adj. 值得的，价值为
eg. This pen is worth five yuan.
eg. I think his suggestion is well worth considering. (很值得的用well 修饰)
It is worth sb’s while / worthwhile to do sth. /doing sth.
be worth doing
be worthy of doing / to be done
eg. This book is worth reading.
eg. This book is worthy of reading / to be read
4. exhibition n.展览，陈列；展览会
hold an exhibition
on exhibition/show/display
5. It is amazing/strange/interesting/disappointing/clear that-
6. work un. 工作 cn. 作品 (指工厂时，单复均可)
eg. Have you read his works？
7. every two years=every other year=every second year
every + 基数词 +复数名词
every + 序数词 + 单数名词
every few +复数名词
every three days=every third day
Discussion:
表示喜好：
prefer n.
prefer to do sth.
prefer doing sth.
prefer + n./doing sth. + to + n./doing sth.
prefer to do sth. rather than do sth. = would rather do sth. than do sth.
Grammer:p87
★ 新课标英语
★ 新课标教案
★ Unit 7 Teaching plan(新课标版高二英语上册教案教学设计)
★ 模块8 Unit 2 Cloning(新课标版高三英语选修八教案教学设计)
★ 短歌行新课标教案
