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教案（牛津版）Module 4
Unit2 Grammar and usage
南京市人民中学 毛文斌 04 22
Teaching Aims:
1、 Learn that modal verbs can be used to talk about ability,obligation,certainty or permission, to make requests, suggestions, offers and to give advice.
2、 Enable students to learn that some modal verbs can be used with the continuous form and the perfect form to talk about current affairs or past actions.
Teaching Important Points:
1、 Develop the students’ ability of using modal verbs.
2、 How to make students master the usage of modal verbs.
Teaching Difficult Points:
Develop the students’ ability of using modal verbs and how to make students master the usage of modal verbs.
Teaching Methods:
Explanation and exercise
Teaching Aids:
1. The multimedia
2. The blackboard
Teaching Procedures:
Step1 Warming up
Say some sentences to warm up students: Can you drive ? He can jump 2 meters.
You must work hard ,or you have to live a hard life.
Step2 Lead in
Let students say sentences including modal verbs as many as possible.
Step3 Activities: (1)Introduce modal verbs with the following: Now, many of us can speak English quite well, but a few years ago, we couldn’t. If we talk about the ability someone has now , we use “can”. If we talk about the ability someone had in the past, we usually use “could”.
Ask students: If we talk about the ability in the future, what modal verbs do we use ?
( will, shall, be able to )
(2) Ask students to make sentences using these words to talk about ability.
Show the usage of the modal verbs on the screen.
(3) Talk about obligation of the modal verbs “should, ought to, have to, must ”,
Show the usage of the modal verbs on the screen.
Step4 Write the following sentence on the blackboard :
I might/may/could/should/ought to/will/must watch the TV programme tonight.
Explain the usage of these modal verbs, showing more examples on the screen.
Step5 Explain the usage of permission of the modal verbs “Can, could, might”
Show the examples on the screen
Step6. Ask students to read Part 1 on page 28 to find out how modal verbs are used to talk about ability, obligation, certainty and permission, showing more examples to the students and explaining the usage to the students.
Step7 Ask students to read Part 2 about the modal verbs of making requests, suggestions or offers, and give advice.
Step8 Ask students to read the instructions for the exercise on page 29, complete the article individually, and then check the answers in class. Ask students to give reasons for each choice they make.
Step 9 Ask students to read Part 4 on Page 28. Make sure that they understand why the continuous form or the perfect form is used in the example sentences.
Homework: Part C1 on page 100 of the workbook
Unit 2 Sporting events
Reading
Teaching Aims:
1. Check and enhance students’ reading abilities.
2. Train Ss to gain an overall understanding of the article and learn to adopt different reading strategies.
Teaching important points:
1. Help Ss know some background knowledge about the history and the development of the Olympic Games about.
2. Help them learn some language items.
Teaching difficult points:
1. how to read a speech
2. how to grasp the new words.
Teaching methods:
1. Improve the students’ reading comprehension.
1. Practice to get the students to master what they’ve learnt.
2. Discussion to make every student work in class.
Teaching aids:
1. the multi-media
2. the blackboard.
Teaching procedures:
Step 1.lead in
1. Talk about the Olympics: ask some questions.
2. Encourage the students to share their information they have already know and to express their opinions freely..
Step 2. Reading
1. Ask Ss to skim the article and answer the three questions in Part A.
2. Ask Ss to reread the passage and do C1 individually.
3. Get Ss to scan the article again and do C2.
4. Help Ss to get the idea of the reading strategies.
5. Ask Ss to answer four questions:
1).What characteristics do the ancient Olympics and modern Olympics share?
2).What are the differences between the ancient and modern Olympic Games?
3).Muhammad Ali and Michael Jordan are mentioned in the passage. What do these two sports people have in common?
4).Do you think Chinese athletes such as Deng Yaping and LiuXiang are as great as Muhammad Ali or Michael Jordan?
Step 3. Language items.
1. Do D in class.
2. Do E in class
Step 4. Homework.
1． Do Part E.
2． Prepare for the language items.
Period 2 Language Focus
Teaching aims:
1. To understand new words, phrases and sentence patterns in the reading passage;
1. To learn how to use them.
Teaching Important Points:
1. To help the students to understand the text better.
2. To help the students master the use of some important language points.
Teaching Difficult Points:
1. The usage of some words, phrases and sentence patterns.
Teaching Procedures:
Step 1.Lead-in
Discuss the following questions:
1.Do you think the Olympic Games help countries and people live peacefully side by side?
2.Who do you think are the greatest Olympic athletes and why?
3.What kind of example do you think athletes like Liu Xiang and Muhammad Ali have set for young people around the world?
Step 2 Words and phrases to be learned
Delighted, significance, briefly, compete, allow, honourable, no matter what, separate, side by side, light, be recognized as, record, contribution, absence, attempt
Step 3 Practice
Do PartA1and A2 on page98
Step 5 Assignments:
1. Keep in mind the useful words, phrases and sentence patterns and know how to use them.
2. Finish some additional exercises
Unit 2 Task Report on advising a friend
1. Learn how to listen for specifics in a conversation
2. Learn how to get the true meaning of the speaker.
3. Learn how to make some suggestions.
Procedures:
Skills building1: listening for specifics
Have the Ss to guidelines on page32. Make sure that they understand it is important to pay close attention to what he or she is saying to select the information you want.
Listening. Finish the exercise on page 32.
Ans. 1.Yes 2.England 3.Yes 4.Japan 5.France 6.China 7.Yes 8.Yes 9.No
Step 1:completing a new training schedule
1. Have the Ss to read the instructions on page 33. Make sure they will know what they are going to listen to. And ask them to read the training schedule.
2. Have Ss listen to a recording and confirm their predicted answers.
Finish the schedule on page 33.
1.increased 2.2 3.weightlifting 6.8 8.False 9.True
10. vegetables 11.4 12.water tea without caffeine
Skills building 2: identifying/selecting relevant information:
1. Read the guidelines on page 34 to make sure that they know they will learn to identifying and select relevant information when they are reading or listening to English.
Help the Ss to report what they are asked to write about and what information they should get from the letter.
Answers: Table tennis, also called ping-pang, is played throughout the world and is an Olympic sport.
The exact origin of table tennis is not known…. It began in England in the 1890s.
Today, players from China, South Korea and Germany among others play leading roles in the international table tennis competitions.
Step2:designing a new daily routine:
1. Begin this part by asking students if they can tell what the coach and the athlete talk about in Skills building 1.
2. Have students read leaflets 1 and 2.
3. Have students make changes on the daily routine individually. Try to give different answers.
Skills building 3: giving advice and making suggestions
1. Read the three points at the top of page 36 and ask them to pay attention to the differences between advice and advise in Pattern 1.
2. Have students to read the five question forms in the second part.
3. Have students read the dialogue on page 36 in pairs and underline the sentences which give advice and make suggestions.
Answers: John: You are good at the 400-metre race. Why not try that?.
Step 3: offering advice to your friend
1. Have students read the instructions in Part A. Have them do the questions-and-answers exercise. They should take notes of their partners’ answers and complete the chart.
2. Have students read the instructions and then offer some advice to his or her partner.
Possible example
B. ●I advise you to take more exercise during the week-perhaps three or four times a week.
● I suggest you have three servings of vegetables and four servings of fruit per day.
● If I were you I wouldn’t drink soft drinks. Why not drink some water? You should drink eight glasses of water of water every day.
● I advise you go to bed no later than10 p.m. every night.
● I also advise you have at least 8 hours of sleep every night.
● I suggest you shouldn’t spend too much time in the Internet café or playing computer games.
南京市人民中学 赵喜祥
Teaching Objectives:
1. To enlarge students’ vocabulary by applying the rules of making compound words.
2. To get students to learn some words and expressions related to Olympic sports.
3. To improve students’ speaking ability.
Teaching Important and Difficult Point:
To master the formation rules of compound words.
Teaching Approaches:
Task-based approaches
Form of Activities:
Individual, pair or group work ..
Teaching Aids:
The multimedia and the blackboard
Teaching Procedures:
Step 1. Lead-in
Ask the students to read the following dialogue:
A: Did you know that Liu Xiang was the first Asian to win a gold medal for the men’s 110-metre hurdles in the Olympic Games?
B. Yes! Everyone knows that he is a very hard-working sportsperson. He is a well-trained winner.
Let the students study the italicized words and ask them two questions:
1. Do you know the meanings of the words?
2. Do you know how the words are made?
Give them a few minutes to think. They may discuss with their partners if necessary.
110-metre(n.)--- 110 (num.), meter (n.)
hard-working (adj.)--- hard (adv.), working(v-ing)
sportsperson (n.)--- sports(n.), person(n.)
well-trained (adj.)--- well(adv.), trained (v-ed)
Step 2. Compound words
1. Tell students that the above words are called compound words. Ask them to give the definition of a compound word:
A compound word is made when two or more than two words are joined together to form a new word.
2. Ask students to think about other words that are created this way. Organize them into groups of four and have a competition. Write all the compound words that students can think of on the blackboard. The winning group is the one that comes up with the most words.
3. Have students study the words that they have listed and then read the words on page26 to understand the formation rules of compound adjectives and compound nouns.
To form compound adjectives:
Formation Compound (adj.)
adj.+n.+-ed warm-hearted, cold-blooded
adj.+v-ing easy-going, ordinary-looking
adv.+v-ing hard-working, long-lasting
n.+adj. tax-free, world-famous
n.+v-ed air-conditioned, man-made
adj.+ v-ed Soft-boiled, well-paid
adv.+ v-ed Well-educated, well-paid
To form compound nouns:
Formation Compound
n.+n. handbag, bookmark, website, motherland
n.+ v-ing sightseeing, window-shopping, house-keeping
4. Ask the students to match the words in column A with the ones in column B.
A B
1.black a. room
2.broad b. eyed
3.every c. cast
4.bed d. case
5.blue e. where
6.suit f. board
. 7.radio g. ground
8.bus h. throw
9.reading i. driver
10.passer j. by
11.play k. paper
12.over l. active
13.news m. room
5. Ask the students to translate the words into Chinese. Explain that some English words are derived from the combination of two different words, for example:
hand-bag: a small bag carried on a person’s hand;
long-lasting: that can last for a long time;
tea-cup: a cup that contains tea;
three-day: lasting for three days;
sightseeing: the activity of seeing sights as a tourist.
6. Ask the students the following questions:
When you come across unfamiliar words, do you often use the knowledge of word formation to guess the meaning of the new word? If so, can you think of some examples?
7. Ask the students to put the following into English:
1.项链 2.雨衣
3.男朋友 4.聚会
5.书店 6. 地震
7.消防队员 8.气象员
9．金鱼 10．说英语的
11．握手 12．电影制片人
13．水面下的 14．伐木工
8. Ask the students:
Can you recognize the formation of the following compound words? What parts of speech are they and what do they mean? Take a guess and then check in the dictionary. Try to use them in the letter below. ( page26, SB)
Step 3. Olympic sports and events.
Answers:
Part A: a (3)
b (2)
c (1)
d (4)
Part B:
Track and field events Gymnastics Water sports
Javelin throw asymmetric bars 100m freestyle
20km race walk balance bar 200m butterfly
100m sprint floor exercise platform dive
discus throw horizontal bar springboard dive
high jump parallel bars water polo
long jump individual all-round 100m backstroke
marathon rings 100m butterfly
relay race uneven bars 200m freestyle
Step 4. Homework
Revise what we have learnt today.
Teaching aims:
Improve the students’ ability and provide practice.
Master the usage of some useful words and expressions.
Write a speech about entering a new sport into the Olympics
Important points & difficult points:
Write a speech and present it in the class
Procedure:
Step 1 lead-in
What sporting events are performed in the Olympics?
Which of these sporting events do you like best? Why?
How can we try to enter a new sport into the Olympics?
Step 2 Answering questions
1.What requirements must be met before a sport can be considered by IOC?
2.What sports have been removed from the Olympics? Why?
3.What sports have been added in the Olympics only recently?And in which year?
4.Which sport is still trying to get into the Olympics?
Step 3 Language points
popular maintain make way for meet sb’s requirement drop ensure at least keep… under control
Step 4 Writing a speech
Planning
Preparing
Producing
Presenting
Step 5 homework
. Prepare the speech in groups of four.
. Finish B1, B2 on page 99 of the workbook
Unit 2 Sporting events
Teaching Aims:
1. Participate in a discussion to find out why sports are popular around the world.
2. Develop students’ speaking ability by expressing their opinions in the discussion.
Teaching Important Point:
Develop students’ speaking ability.
Teaching Methods:
Individual, pair or group discussion to make every student work in class.
Teaching Aids:
1. The multimedia
2. The blackboard
Teaching Procedures;
Step 1 Greeting and Lead-in
1. Do you like sports? What sports can you play?
2. What sports do you know?
3. Who is your favorite sportsperson?
4. Do you like playing sports? How
much time do you usually spend
exercising or doing sports every
week?
Stpe 2 Welcome to the unit
Sport plays a very important role in our lives. We see or do sports almost everyday. Look at the following pictures. Are you familiar with these sports?
1. table tennis
Can you play table tennis? Do you like it?
Is it your favourite sport? Why?
2. Wrestling
How much do you know about wrestling? (a short introduction of wrestling)
3. Boxing
Do you like watching it? (a short introduction of boxing)
4. In your opinion, do you think these Sports are too violent?5.Kung fu is a traditional sport in China? Are you interested in it?
6.Which do you prefer, Kung fu or boxing?
7.Itroduction of gymnastics and diving.
Step 3 Pair Work
1. To become a professional gymnast or a diver, you have to sacrifice(牺牲) a lot. What do you think these sacrifices would include?(group discussion)
2.basketball and football, which do you prefer?
3.No matter what kind of sport you take part in ,what are the basic qualities you need to possess in order to be successful in that sport?)
(video of Jordan)
Step 4 Group Work1. Why do you think sport is so popular?2. How often do you play sport? What sports do you usually play?3. What is your favourite sport? Why?Step 5 Homework
1.Find more information about
the business of sport.
2.Preview reading text.
Advance With English Module 4
Unit 1 Advertising
Analysis of the teaching material:
This is the 1st period of Unit One. The main purpose of this lesson is to make Ss be familiar with the topic of this unit.
Objectives:
1. To make Ss identify the differences between these two types of advertisements.
2. To practice Ss’ oral English.
Teaching important point:
How to develop students’ speaking ability by expressing their opinions in
the discussion.
Teaching approaches:
Teaching approaches is the key step for class teaching. Visual-scene teaching method, tasked-based method as well as the approaches of discussion and so on will be adopted in the teaching process of this lesson. Emphasis will be put on Ss’ ability of speaking, expressing and brainstorming. Language is best learned through activities. I’ll introduce a rich variety of activities and approaches to meet different needs of the Ss and make full use of the advantages of multimedia which is visual, operable to make my lesson vivid, interesting and effective.
Interaction Patterns: Teachers -class, individuals, pairs
Ss’ ability to work both independently and together is very important to their success in the future. It is therefore important for Ss to have opportunities to develop their English skills and knowledge independently, in pairs, in groups and as a class.
Teaching Aids: multimedia and a blackboard
Procedures for teaching:
Step 1 Greeting and Lead-in
1. Do you know what title of this unit is?
2. Which piece of ad-show do you like best?
3. Where can you find these ads and do you like them?
Step 2 Welcome to the unit
1. observation: Ask Ss to observe the six pictures on Page 1 and dive them into two parts.
2. Discussion: Look at the six pictures and answer these questions:
What image(s) can you see on each poster?
What can you read on each poster?
What can you learn from each poster?
Step 3 Pair Work
More ads for Ss to have a discussion.
Step 4 Active reading:
Listen to the material on Page 94 and try to answer these questions:
1 What’s the ad about?
2 What types of things will the stories be judged on?
3 What should Ss pay attention to when writing the story?
4 Why is it good for Ss to enter English writing competitions?
Step 5 Mini-writing:
Choose one ad and write something to promote your service or products.
Step 6 Homework
1 Look for more interesting ads and show them to your classmates next time.
2 Make good preparation for Reading part.
（撰写人：南京五中 黄祖明 方玉勇）
Part One: Teaching Design
第一部分 教学设计
Aims and requirements
Read a formal proposal and summaries of three science fiction novels.
Listen to facts and opinions and an interview about computer use.
Discuss your views on technology and interview a classmate about his or her computer use.
Write a proposal for a computer room and a short science fiction story.
Procedures
● Welcome to the Unit
Step 1: Brainstorming
1. As is known, most people love reading science fiction stories. These stories allow people to use their imagination and think about what life will be like in the future. What do you like most about science fiction stories? In order for all of us to have a good understanding of the text, try to design and make a poster for one of the science fiction stories you were asked to brought to class. How did you feel when you were reading the story? Draw several pictures which highlight the main characters and scenes in the story. You may also choose one scene in the story that you liked the most and draw one picture of this scene.
2. Please tell your science fiction story in groups of four. Then I’ll ask a few students to tell your stories in front of the class.
3. Now I’d like to ask you some questions which will help you to find out the main characteristics of science fiction stories.
What do you like most about science fiction stories, the characters, plot or the language used?
Why do you think so many people are interested in science fiction stories?
( Because they allow people to use their imagination and think about what life will be like in the future.)
4. Now look, here’s a stick in my hand. This stick is a ‘magic wand” and it can be used to make things happen in the future. Please have a discussion about the following questions and express your opinions freely.
What will life be like in the year 2080?
What would you like to happen by 2080?
What would you not like to see in 2080?
If you could use the magic wand to make one thing happen in the future, what would it be?
5. Read the instructions and focus on the four pictures. Discuss the pictures in pairs. (P41)
Picture 1:
What is the robot doing in this picture? (Serving dinner for the master.)
What else can a robot do?
Do you think robots can do everything for humans? Why or why not? (Robots can do a lot of repetitive or tedious things for human beings, for example, they can help people do housework; with the help of robots, more high-tech products can be produced, which will make people’s lives more convenient; what’s more, robots can help people do boring or dangerous work so that people can have time to relax.)
Do you think you will have a robot at home in the future?
Picture 2:
Where are the passengers going? (To the Moon or to Mars.)
Do you believe that one day traveling to the Moon or to Mars would be just like traveling to another city? Why or why not?
If you had a chance, would you like to fly to the Moon or another planet?
Picture 3:
What are the people in this picture doing? (Having a birthday party.)
How old is the man? (200 years old.)
What do you think a 200-year-old man would look like? Do you think the man in the picture looks that old?
Do you think people can live that long in the future? Why or why not? (With the development of genetic research, scientists can find out the secret of living longer. In the future, human beings can live much longer than we live today.)
Picture4:
Can you tell where these “people” are and what they are doing there? (In the office.)
Can you tell who these “people” are and what they are doing there? (Apparently some of the people sitting in the office are not human beings. They are aliens from outer space. The aliens and the human beings are discussing something in the office.
What problems are the aliens and the people probably talking about? (They are probably discussing peace issues in the Galaxy or trade affairs between other planets and the Earth.)
What is the relationship between them? (Workmates.)
Step 2: Sharing information
1. Form your own groups and discuss the three questions listed under the four pictures first.
2. Express your opinions freely and report your responses back to the whole class.
Sample answers
1. Yes. With the development of science and technology, human beings could travel wherever they want in the future. The Moon and other planets could eventually become tourist destinations. Travelling to the Moon or to another planet might be as easy as traveling to another city. You might just have to book a ticket, get packed and think about what present you would like to bring back to your friends on the Earth.
2. In my point of view, robots could do almost everything in the future. With the development of science and technology, they may be designed almost the same as humans. They could help people do boring and dangerous work. For example, it would be possible for robots to be lowered to the ocean floor and left to explore the ocean; robots could play an important role in exploration missions to other planets; they could also be the companions of humans and assist humans physically and psychologically, that is, they could perform more useful functions than just entertainment. All in all, robots could do much more in the future than we can imagine today.
3. New technology seems like magic, it can do a lot of amazing things that we could never imagine before, I’d like to see that a virtual world could be created with the help of technology so that people could live in both a real world and a virtual one. We could not only play games, travel or experience excitement in the virtual world, but also we could do whatever we can do in reality.
4.
3. More questions for you to answer:
Do you think robots will replace human beings in the future?
What things do you think robots can’t do?
Resources
Robots
One high-tech industry that is growing quickly in the 21st century is robots. Nowadays scientists are doing research and trying to build humanoid robots with arms and legs that can move freely. It has been reported that modern robots can even have thoughts and facial expressions. Robots can do a lot of work autonomously for humans. For more information about robots, you may check the following website:
www.frc.ri.cmu.edu/~hpm/project.archive/robot.papers//SciAm.scan.html
●Reading Not just watching a film
Resources
Virtual reality cinema
A virtual reality cinema is one where computer graphics, sound effects, chemically produced odours and electrical sensors are used to create a complete environment, giving people the opportunity to have an enhanced interactive experience by exciting all five of their senses. Sensors that are triggered by movement are used to make the participant feel as if they are moving through this artificial environment. If you need more information, you can visit the following website:
www.crystalinks.com/virtual_reality.html
Step 1: Leading-in
1. The reading material is a business proposal about RealCine, a virtual reality cinema which is supported by extraordinary technology. You are required to learn some information about how this product works, why it is better than ordinary cinema, and how it can be used in many other ways.
Ok, now some questions for you:
Do you like reading novels?
What kind of novel do you like best? What about science fiction novels?
Why do you like them or not?
2. Science fiction is often about the things that may be possible in the far future. It can help us develop our minds and imagination. Let’s watch the extracts from the film Alien.
What kind of feelings do you have after watching it?
Maybe you can strongly feel the rapid development of science and technology after watching the film. We will sense more advanced technology in the film industry.
Step 2: Fast reading for general ideas
1. The article in this section is a business proposal which introduces a new business idea. Skim and scan the proposal and try to find answers to the three questions in Part A. Focus on the most important information needed to answer the questions. Pay attention to the structure of the passage.
Answers
1. A virtually reality cinema called RealCine.
2. All five of our senses.
3. My ninety-year-old grandfather.
2. Read the proposal carefully and complete Part C1. Questions in Part C1 are to check your ability of locating specific information.
Answers
1. The proposal is about a virtual reality cinema: RealCine.
2. The technology behind this product is virtual reality.
3. They wear special VR headsets and gloves.
4. A straw sensor delivers the special food and drink chemicals into the viewer’s mouth.
5. He attended a World Cup final as the captain of the Brazilian football team and scored the winning goal. He was asked to sign his name for his fans.
6. Because VR is not real.
7. They could be trained using RealCine without the risk of being sent into a burning building.
3. Discuss the article and analyse the structure. Conclude the main idea of each part of this article.
Structure
Main idea
Introduction
(Para1) The abstract of the proposal
Main body
(Paras2-7) How RealCine works;
Why RealCine is better than ordinary cinema;
How it can be used in other ways.
Conclusion
(Para 8)
Conclusion of the proposal
Step 3: Detailed reading for important information
1. Do Part C2. You can refer to the chart you analyzed before.
C2 1. Paragraphs 3and 4.
2. Paragraphs 2, 5 and 6.
3. Paragraph 7.
2. Answer the following question and fill in the chart according to the proposal.
How can RealCine excite the viewers’ five senses?
Sense Things needed Effect in RealCine
Sight Special VR headsets Viewers can see a world of 3D animation all around them.
Sound Special VR headsets Viewers can hear the sounds clearly all around them.
Smell Small openings in the headset Smells are given out.
Touch Special gloves Viewers can touch people and objects in the film.
Taste A straw sensor Special food and drink chemicals are placed into the viewer’s mouth.
3. Read the following sentences and think about the characteristics of the language used in this article.
I believe you will be amazed by the RealCine experience, and will agree that this is an extraordinary technology that must be developed further.
Viewers will be surprised at how real it feels.
RealCine works by making the viewers feel that they are actually in the film.
I am sure you will agree that RealCine provides a fantastic opportunity for the film-maker industry.
What do you think of the language used in these sentences? Don’t you think that the language used here is quite attractive and persuasive and clear as well?
As a decision maker, do you think you would finally be persuaded to invest or develop RealCine? Why or why not?
The purpose of a business proposal is to plan or suggest a new idea. The goal is to help the customers or the investors make their decisions. Therefore, clear and persuasive language is often used.
4. Read the Reading strategy. See if you will learn something from it. A is often the case, a successful business proposal needs to be objective and that detailed information and convincing facts or examples together with the passive voice are frequently used to achieve this purpose. Therefore, when reading a business proposal, you can focus on these features.
5. Read the article again and underline the sentences using the passive voice in the passage. Give some explanations why the passive voice is used.
6. Complete Part D, referring to the text.
Answers
D 1g 2f 3d 4c 5h 6a 7b 8e
7. Part E is a reply to the proposal, which serves as a summary of the article about RealCine. Please complete it individually.
Answers
E (1) virtual reality (2) viewers
(3) character (4) low
(5) via (6) football
(7) thrilled (8) adventures
(9) fantastic (10) risk
Step 4: Post-reading activities
1. Now I’d like you to hold a group discussion. Imagine what special effect you hope to have if you can see a popular film like “Harry Potter” in RealCine.
Do you think watching a Harry Potter film in RealCine is more exciting and interesting than in an ordinary cinema? Why or why not?
Please make an advertisement poster for this imaginary virtual reality film. Then make an oral presentation of your advertisements in class. You can vote and choose the best one from all the ads. State your reasons for your choice.
Write an introduction to RealCine. In the introduction, you may state your own opinions on RealCine.
Here’s two opinions, what do you think of them? Let’s hold a debate activity in two groups. Please State your reasons freely.
1) Those who support virtual reality believe that, with this technology, people can do almost everything, even things that cannot be realized in normal life. We don’t need to travel any more or spend so much time with friends any more. Virtual reality can provide any necessary features that we need in our life.
2) Others insist that, real life and interpersonal communication should never be replaced by imaginary scenes. People should take off the headsets and experience the real life themselves.
2. Do Parts A1 and A2 on page 96 in your workbook.
3. Read the instructions for Part F and discuss with your partners the questions closely related to new technology. Share your opinions and report your answers to the class.
4. Read Part A first and then do Part B in the writing section of this unit on page 103 in your workbook.
●Word power
Word power deals with different expressions related to computers. By learning rules of word formations, such as adding suffixes to verbs, and adjectives to form abstract nouns, you’ll increase your vocabulary more easily.
Brainstorming
1. Revise the common suffixes that are used to form adjectives learnt in Unit 1.
2. Compare the following two groups of words. You need to decide which part of speech each word is, and think about the similarities and differences between the two groups.
Group1: house, milk, driver; game
Group2: revision, preparation, decision, difference, information,
All the words are nouns, but words in Group1 refer to physical things and those in Group2 refer to ideas, actions, and qualities. The nouns in Group2 are called abstract nouns, and we always use them to say something we cannot see or touch directly.
For reference (www.usingenglish.com/glossary/abstract-noun.html)
A concrete noun refers to objects and substances, including people and animals that exist physically. They can be either an uncountable noun or a countable noun.
eg: Clocks and watches exist physically and are Concrete Nouns. Time is a concept that has no physical existence; it is not a Concrete Noun but an Abstract Noun.
An abstract noun refers to states, events, concepts, feelings, qualities, etc. that have no physical existence.
eg: Freedom; happiness; idea; music are all abstract nouns that have no physical existence.
An abstract noun can be either a countable noun or uncountable noun. Abstract nouns that refer to events are almost usually countable: a noise; a meeting.
For reference (www.arts.uottawa.ca/writcent/hypergrammar/nouns.html)
Concrete Nouns
A concrete noun is a noun which names anything (or anyone) that you can perceive through your physical senses: touch, sight, taste, hearing, or smell. A concrete noun is the opposite of a abstract noun.
Abstract Nouns
An abstract noun is a noun which names anything which you can not perceive through your five physical senses, and is the opposite of a concrete noun. The highlighted words in the following sentences are all abstract nouns:
Vocabulary learning
1. Think about more abstract nouns you know. You may use a dictionary if necessary.
For reference Abstract Nouns
friendship peace civilization romance humor
hate liberty love charity hope
faith bravery comfort talent memory
childhood impression success failure law
skill feelings humor happiness sadness
loyalty joy strictness belief pride
honesty truth calm sympathy sleep
principle thrill wit sensitivity power
2. Read the words on the blackboard carefully and try to find the rules of forming abstract nouns from verbs and adjectives. You may notice that a suffix is used at the end of each word.
Nouns Adjectives suffix
activity
loyalty
cruelty
popularity active
loyal
cruel
popular -ty
illness
carelessness
darkness
happiness
tiredness ill
careless
dark
happy
tired -ness
Nouns Verbs Suffix
confusion
impression
invasion revision confuse
impress
invade
revise -sion
association
attention
attraction
civilization
destination
direction
explanation
imagination
operation
preparation
production
promotion
suggestion associate
attend
attract
civilize
destine
direct
explain
imagine
operate
prepare
produce
promote
suggest -tion
argument
advertisement
development
judgement
requirement
treatment argue
advertise
develop
judge
require
treat -ment
dependence
difference depend
differ -ence
assistance
entrance assist
enter -ance
failure pleasure fail
please -ure
cooking
feeling
fencing
filling
mailing
opening
packaging
programming
smoking
running
warning
wrestling
writing cook
feel
fence
fill
open
pack
program
smoke
run
warn
wrestle
write -ing
3. Read the instructions on page 46. Compare the words on the blackboard with the words in the tables. Pay attention to the usage of abstract nouns. Most abstract nouns are uncountable. Only a few of them are countable, e.g., a hope, an idea, and a situation.
4. Do exercise on page 46 individually.
Answers
(1) development (2) popularity (3) failure (4) connection
(5) improvement (6) presentation (7) achievement (8) admiration
Vocabulary extension
1. Look at the pictures of different parts of a computer. Please identify words about computers and understand the functions of different parts of a computer.
2. Read carefully the picture on page 47 and name the different parts of the computer on the blackboard. Describe the functions of each part of a computer.
Part Function
floppy disc a flat piece of plastic for storing information
CD-ROM/DVD-ROM a CD or a DVD on which large amounts of information, sound and pictures can be stored
keyboard a set of keys for typing
printer a machine that puts the words and pictures onto paper
mouse a small device moved by hand to move the cursor on a computer screen
mouse mat a small square of plastic that is the best kind of surface on which to use a computer mouse
hard drive this can store more information than a floppy disc
monitor a screen that shows information from a computer
screen a part where you can see the words and pictures
speaker a part of the computer where the sound comes out
3. Read the instructions and do the exercises on page 47.
Answers
(1) keyboard (2) mouse (3) data (4) floppy disks (5) CD-ROMs
(6) CPU (7) connect (8) e-mails (9) information (10) Web
● Grammar and Usage
The grammar in this unit deals with the passive voice. You are expected to learn the basic verb forms of the passive voice and some special passive patterns
Step 1: Relative knowledge presentation
1. Passive Voice
The passive voice is used when focusing on the person or thing affected by an action.
The Passive is formed: Passive Subject + To Be + Past Participle
It is often used in business and in other areas where the object of the action is more important than those who perform the action. For Example: We have produced over 20 different models in the past two years. Changes to: Over 20 different models have been produced in the past two years.
If the agent (the performer of the action) is important, use “by.” For Example:
Tim Wilson wrote The Flight to Brunnswick in 1987.
The Flight to Brunnswick was written in 1987 by Tim Wilson.
Only verbs that take an object can be used in the passive.
Tense or Model Passive Sentence
Simple Present The TOEFL exam is given every six months.
Simple past The TOEFL exam was given last month.
Simple Future The TOEFL exam this year will be given on October15.
Present Continuous The TOEFL exam is being given every year.
Present perfect The TOEFL exam has been given every year since 1950.
Past perfect The TOEFL exam had been given before the Vietnam War occurred.
Simple Modal The TOEFL exam should be given to every Foreign student.
Past Modal The TOEFL exam should have been given to all to enter US colleges.
The following chart includes sentences changed from the active to the passive in the principal tenses.
Active Passive Time Reference
They make Fords in Cologne. Fords are made in Cologne (科隆). Present Simple
Susan is cooking dinner. Dinner is being cooked by Susan Present Continuous
James Joyce wrote Dubliners. Dubliners was written by James Joyces. Past Simple
They were painting the house when I arrived. The house was being painted when I arrived. Past Continuous
They have produced over 20 models in the past two years. Over 20 models have been produced in the past two years. Present Perfect
They are going to build a new factory in Portland. A new factory is going to be built in Portland. Future Intention with Going to
I will finish it tomorrow. It will be finished tomorrow. Future Simple
2. Passive Verb Formation
The passive forms of a verb are created by combining a form of the “to be verb.” with the past participle of the main verb. Other helping verbs are also sometimes present: “The measure could have been killed in committee.” The passive can be used, also, in various tenses. Let’s take a look at the passive forms of “design.”
Tense Subject Auxiliary Past Participle
Singular Plural
Present The car/cars is are designed.
Present perfect The car/cars has been have been designed.
Past The car/cars was were designed.
Past perfect The car/cars had been had been designed.
Future The car/cars will be will be designed.
Future perfect The car/cars will have been will have been designed.
Present progressive
(Present continuous) The car/cars is being are being designed.
Past progressive
(Past continuous) The car/cars was being were being designed.
3. The passive Voice of phrasal verb
Generally speaking, only transitive verbs can form the passive voice, for only transitive verbs can be followed by objects. But many intransitive verbs together with some prepositions and adverbs can be used as transitive verbs. So they can also be followed by the objects. Therefore they can also be used in passive voice.
But note that all the phrasal verbs are used as a whole. When using them in passive voice, we cannot drop out the prepositions and adverbs. For examples:
At last they put out the fire. At last the fire was put out.
They will put up a notice on the wall. A notice will be put up on the wall.
Have you sent for a doctor? Has the doctor been sent for?
I have never heard of such a thing before. Such a thing has never been heard of before.
We must take good care of the children here. The children must be taken good care of here.
His classmates laughed at him for the foolish mistake. He was laughed at for the foolish mistake by his classmates.
Step 2: Detail explaination
You’ve learned the basic verb forms of the passive voice. Please pay attention to some of the rules when using the passive voice and some special passive patterns.
1. Look at some sentences on the blackboard. Point out the verb, the subject and the object in each of these sentences.
We keep food in the fridge. (The verb in this sentence is keep. The subject is we, and the object is food.)
The boy broke the glass. (The verb in this sentence is broke. The subject is the boy, and the object is the glass.)
You must close the windows and the door. (The verb in this sentence is close, and must is a model verb. The subject is you, and the object is the windows and the door.)
The three sentences can be used in the passive voice. In the three sentences, the subjects are the doers of the actions, and the objects are things that are affected by the actions. Change the three sentences into the passive voice.
Food is kept in the fridge.
The glass was broken by the boy.
The windows and the door must be closed.
Here we use the auxiliary verb be+ the past participle of the verb to form the passive voice. As different tenses are often used, the auxiliary verb be is used in the same tense as the active verb.
2. Read Part 1 on page 48 to find out the difference between the active voice and the passive voice.
3. Read the article Not just watching a film in the Reading section again and point out the sentences in the passive voice. Work out in what tenses these passive sentences are, and how the different tenses are formed.
4. Go over Part 2 and make a list of the passive voice in different tenses.
5. Go over the six points in Part 3 one by one.
Point 1
Usually the doer of the action needn’t be mentioned in the passive sentence, but if it is needed, we use by to introduce the doer of the action. Point out the passive sentences without mentioning the doer in Not just watching a film and say why the doers of the actions are not used in these sentences. For example,
…How it can be used in other ways. (It is difficult to say who the doer is.)
Upon reaching the top of the mountain, a feeling of happiness and a sense of achievement will be experienced. (It is not necessary to mention the doer.)
Point 2
When a verb is followed by two objects, either of the objects can be used as the subject in the passive sentence. However, you should know the difference between using the person and the thing as the subject. Read the two sentences in this point and identify the difference. Change the sentences on the blackboard into the passive voice, using both objects as the subjects. For example,
Our teacher often tells us some interesting stories in English.→
We are often told some interesting stories in English.
Some interesting stories are often told to us in English.
My friends gave me some nice presents on my birthday.→
I was given some nice presents on my birthday by my friends.
Some nice presents were given to me on my birthday by my friends.
My mother will make us a cake this Saturday.→
We will be made a cake by my mother this Saturday.
A cake will be made for us by my mother this Saturday.
In the first sentence of each group, the emphasis is on the person, whereas in the second sentence the focus is on the thing.
Point 3
When an infinitive is used as an object complement after some verbs, such as make, see or hear, in the active voice, the infinitive maker to should be omitted, but if the sentence is changed into the passive voice, to should be used before the infinitive. More examples:
I often hear the girl play the piano in the afternoon.→
The girl is often heard to play the piano in the afternoon.
The teacher makes his students write a composition every week.→
The students are made to write a composition every week.
Point 4
get/become can also be used in the passive voice instead of be. For example,
get broken, get burnt, get dismissed, get hurt, get killed, get lost, get married, get injured, get attacked, get paid
My bike got stolen last night.
You’d better get changed quickly, for the party will begin soon.
This window seems to have got broken.
Point 5
Some verbs used in the active give a passive meaning. For example,
This sweater washes well.
The pen writes smoothly.
This kind of English dictionaries sells well.
Point 6
Some transitive verbs cannot be used in the passive voice, for these verbs indicate states not actions. For example,
I like pop songs and often listen to them.
He has a big house near the river.
You can depend on her to deal with the situation.
6. Go over Part 4 and the tip box here. You will find out that there are two special sentence patterns which can be used in the passive voice. More examples for you:
It is hoped that he will be better soon.
It is reported that another manned satellite will be sent into the moon next month.
It is believed that the three missing sailors have drowned.
It was once thought that the sun traveled around the Earth.
Use the other patterns to say the above sentences.
He is hoped to be better soon.
Another manned satellite is reported to be sent into the moon next month.
The three missing sailors are believed to have drowned.
The sun was once thought to travel around the earth.
7. Read the four pieces of information about the top four exhibits on page 49. Tell which sentences in it can be changed into the passive voice. Underline the sentences and put them into the passive voice.
Complete the report. When doing it, you should pay attention to the different tenses used in the passive voice and complete the report according to the given information.
Answers
(1) are being (2) Electric Wear (3) been developed (4) teenagers
(5) was invented (6) are used (7) been completed (8) will be produced
(9) will be (10) was announced (11) was shown (12) are cleaned
Step 3: Modal verbs and the passive voice
We’ll learn how to use modal verbs in the passive voice to express ability, possibility, duty, permission, etc., and also learn to use modal verbs in the passive voice in the present and the past tenses.
1. Go over Parts 1 and 2 on page 50 and tell how to form the passive voice with modal verbs. Read the example sentences in Part 2.
2. Read the first report in the exercise and you should know what the report is used for. Complete the second report by referring to the information in the first one.
Answers
(1) can be reduced (2) must be taken (3) should be made (4) must be worn
(5) may become (6) ought to be reduced (7) might be cured
3. Do C1 and C2 in your workbook.
Step 4: Verbs often used in the passive voice
Some of the verbs that are often used in the passive voice function as adjectives.
1. Complete some sentences by choosing one of the two words given.
The children are getting ____ about the coming holiday. (exciting; excited)
Don’t you get ____ of arguing about the same thing all the time? (tiring; tired)
Joan isn’t very good at Physics, so everyone was ___ when she passed the exam. (surprising; surprised)
All of us were very ___ last Saturday because our team lost the game. (disappointing; disappointed)
My parents are quite ___ with my best results. (pleasing; pleased)
Both of them are ___ with the arrangement. (satisfying; satisfied)
The correct answer for the blanks are the words ended in –ed, all of which functioned as adj., expressing one’s feeling about something.
2. Read the instructions of the exercise on page 51 and the timeline. Complete the article with suitable verbs in their proper forms.
Answers
(2) bored with (3) interested in (4) was written by (5) was set up
(6) were employed (7) was surprised at (8) was accused of (9) was questioned by
(10) was closed down
Resources
1. Intransitive verbs cannot be used in the passive voice because they do not have objects. However, some transitive verbs cannot be used in the passive, either. These verbs usually refer to states, not actions, such as have, fit, want, like and lack. For example,
At least he had the good sense to turn the gas off.
That jacket fits you perfectly.
Do you want me to take you to the station?
He just lacks a little confidence.
I like it when a book is so good that you can't put it down.
The box can hold all your clothes.
The trip will cost you $1000.
2. Not all prepositional verbs, that is, verb + a preposition, can be used in the passive voice.
For example,
We all argued about it for hours and eventually arrived at a decision.
All of the people at the meeting agreed with me.
The dog belongs to my cousin.
After getting off his car, he walked into the house.
The Princess was photographed shaking hands with AIDS victims.
She doesn't usually take part in any of the class activities.
3. In some situations, a past participle should be used after be. (When we want to say how we feel about something, we use the past participle; when we want to talk about someone or something that makes us feel something, we use the present participle.) For example,
I’m tired of doing the same thing day after day. The job is really tiring.
I didn’t think the story was frightening, but Helen was frightened by it.
A: I think the film is really interesting.
B: That’s why so many people are interested in it.
3. Consolidation
I. Relative items in recent years’ college entrance examination:
1. All the employees except the manager _____to work online at home. （04广东）
A. encourages B. encourage C. is encouraged D. are encouraged
2. The number of deaths from heart disease will be reduced greatly if people _____to eat more fruit and vegetables. （04上海）
A. persuade B. will persuade C. be persuaded D. are persuaded
3. The mayor of Beijing says that all construction work for the Beijing Olympics _____by . （04 北京)
A. has been completed B. has completed
C. will have been completed D. will have completed
4. -Why did you leave that position?
-I _________ a better position at IBM. (05北京)
A. offer B. offered C. am offered D. was offered
5. More patients _____in hospital this year than last year. （04江苏）
A. treated B. have treated C. had been treated D. have been treated
6. The crazy fans______ patiently for two hours, and they would wait till the movie star arrived.（04重庆）
A. were waiting B. had been waiting C. had waited D. would wait
7. More than a dozen students in that school _______ abroad to study medicine last year.（05上海卷）
A. sent B. had sent C. were sent D. had been sent
8. ---George and Lucy got married last week. Did you go to their wedding? (04湖北)
---No. I _______. Did they have a big wedding?
A. was not invited B. have not been invited
C. hadn’t been invited D. didn’t invite
9. When and where to go for the on-salary holiday ____ yet. (03上海春)
A. are not decided B. have not been decided
C. is not being decided D. has not been decided
10. By the end of last year, another new gymnasium ____ in Beijing. (03上海春)
A. would be completed B. being completed
C. has been completed D. had been completed
11. No permission has _________ for anybody to enter the building. (MET88)
A. been given B. given C. to give D. be giving
12. The police found that the house ________ and a lot of things___________. (MET90)
A. has broken into, has been stolen B. had broken into, had been stolen
C. has been broken into, stolen D. had been broken into, stolen
13. ---Have you moved into the new house? (MET91)
---Not yet, the rooms _________.
A. are being painted B. are painting C. are painted D. are being painting
14. If city noises _________ from increasing, people ________ shout to be heard even at the dinner table 20 years from now. (MET 92)
A. are not kept; will have to B. are not kept; have to
C. do not keep; will have to D. do not keep; have to
15. I don’t know the restaurant, but it’s _____to be quite a good one. (MET95)
A. said B. told C. spoken D. talked
16. --____the sports meet might be put off.
--Yes, it all depends on the weather. (MET95)
A. I’ve been told B. I’ve told C. I’m told D. I told
17. Cleaning women in big cities usually get _____by the hour. (NMET98)
A. pay B. paying C. paid D. to pay
18. The hero’s story _______ differently in the newspaper. (NMET05)
A. was reported B. was reporting C. reports D. reported
19. Sarah, hurry up. I’m afraid you can’t have time to _______ before the party.（NMET 04全国）
A. get changed B. get change C. get changing D. get to change
20. According to the art dealer, the painting _______ to go for at last a million dollars. (NMET04)
A. is expected B. expects C. expected D. is expecting
II. Translation:
1.我很困, 因为我被蚊子搅了一整夜。
2. 任务的所有准备工作已经就绪，我们已经准备开始。
3. 我有十分钟来决定是否拒绝那个提议。
4. 据报道，到去年年底又一个体育馆在北京竣工了。
5. 一般说来，没人喜欢在众人面前被捉弄。
6. 昨天的会议一定被推迟了，因为恶劣的天气使得许多专家无法及时赶到。
Keys: 1-5 DDCDD 6-10 BCCDD 11-15 A DAAA 16-20 ACAAA
1. I am sleepy becauseIwas worried by mosquitoes all night
2. All the preparations for the task have been completed, and we're ready to start.
3. I was given ten minutes to decide whether I should reject the offer.
4. It was reported that another new gymnasium had been completed in Beijing by the end of last year,
5. Generally speaking, no one likes being made fun of in public.
6. The meeting must have been put off yesterday because many specialists could not arrive in time because of /due to the bad weather.
●Task writing a proposal
This section consists of a series of activities which provide us opportunities to learn and practice our language skills of listening, reading, speaking and writing. It is divided into three steps and each step is preceded by a skills building activity. You are expected to learn how to distinguish between facts and opinions, and how to ask for information and how to write formally. Besides, you are expected to complete a note sheet, to find out more about the computer room and write a proposal for a new computer room.
Skills building 1: distinguish between facts and opinions
In this part you will learn how to distinguish facts from opinions in order to make good judgements and draw safe conclusions. You will first learn to tell what a fact is and what an opinion is.
1. Read the guidelines and the two parts in Skills building 1 on page 52. You will know what a fact or an opinion is.
2. Read the seven sentences in Part A on this page and decide whether they are facts or opinions and say why you think so.
Answers
A 1. Fact 2. Fact 3. Opinion 4. Fact 5. Opinion 6. Opinion 7. Fact
3. Listen to the recording and finish Part B. Give your reason why you think the speaker is expressing a fact or an opinion.
Tapescript
1. The technology behind RealCine is virtual reality. This is a new way of filming that makes people and things appear real and lifelike.
2. RealCine excites all five of our senses, but especially they senses of hearing and sight. That is a new way to make us feel part of the film.
3. It seems that virtual reality can help us achieve our goals. We can be anything we want to be in the film, from a famous footballer to a character from history.
4. Experiments have shown that virtual reality can make teenagers work harder. They will work harder because they can see and feel their studies and their results get better.
5. I would like to see more films made with virtual reality as they would be exciting and full of wonderful sights and sounds.
6. It looks like virtual reality could be the most important technology in the world. I imagine that the new computer software for ReadCine will be really wonderful to use.
Answers
B. 1. Fact 2. Fact 3. Opinion 4. Fact 5. Opinion 6. Opinion
Step1: Completing a note sheet
You will read a letter concerning problems with the school computer room. In the letter, the writer expressed her opinions first and then she used some examples to support her opinion. You are asked to complete a note sheet according to what you have read in the letter.
Read the letter and underline the sentences which show the facts of the computer room and the opinion of the writer. Complete the note sheet below.
Answers
Name of Student: Cao Ying
Class: Senior High 1
Date of visit to computer room: Sunday, 2nd March.
Time: 10 a.m.- 2 p.m.
Computer number: PC No. 7
Problems with computer: the keyboard had letters missing, the mouse wouldn’t move the cursor around the screen property, would not print.
Solution tried: tried other PCs, but they were in worse condition.
Other problems: Old and slow, often crash, not connected to the Internet, can only run one programme at one time, many keyboards with missing letters, mice not working properly.
Comments: need to have new computers.
Skills building 2: asking for information
Here you will learn how to ask for information when carrying out an interview. You can also practice using suitable wh-words to ask proper questions.
1. Read the guidelines and the first five points on page 54, so you will know what information is usually needed when you are interviewing someone. Make up some questions to ask for information about the five points.
2. Read the questions given in this part to check whether you have asked your questions correctly and properly.
3. Finish the exercises on page 54.
Answers 1. When 2. How often 3. Why 4. What problem 5. What
Step 2: finding out about the computer room
Here you will first listen to an interview, and then you will use this interview as a model and try to find more information about the computer room by interviewing others.
1. Listen to the recorded interview in Part A and finish the interview form on page 54. You should pay close attention to the questions the editor asks to get prepared for the interview you are to conduct later while you listen to it again.
Tapescript
Editor: Good afternoon, I see you have just finished working in the computer room. Would you please answer some questions about the computers?
Student: With pleasure. What would you like to know?
Editor: How many times do you use the computer room a week, and at what time?
Student: Oh, I usually come here in the afternoon, three times a week, on Monday, Thursday and Friday.
Editor: Why do you use the computer room? Is it for personal use or for school work?
Student; Always for school work. I do my homework and I use programmes to make pictures for Art class. This week, I made a picture and wrote a speech for next week’s English project.
Editor: So, you’re quite good with computers then?
Student: Yes, I am. My parents would like to see me use computers more so I can get a good job in the future.
Editor: Would you tell me what problems you have had in the computer room?
Student: Wow! There are so many. Well, the keyboards need to be replaced and the CPUs need to be updated along with the RAM, and we should have DVD-ROM drives.
Editor: Keyboards, CPUs, RAM, DVD-ROM drives, anything else?
Student: Yes, the hard drives are too small. It would also be good if we had the Internet to do some research and send e-mails, and a sound card because some websites have listening programmes. Also the PCs are very slow and they look ugly.
Editor: Really? What do you think should be done about the computers so that you would use the computer room more often?
Student: I think we should buy new machines to replace the present computers. We should buy some new software too.
Editor: Well, thanks for all your comments. Goodbye.
Student: Bye.
Answers
A
1. in the afternoon
2. three times a week: Monday, Thursday, Friday
3. for school work
4. keyboards, CPUs, RAM, no DVD-ROM drives, too small hard drives, no Internet connection, no sound card, slow and ugly PCs, very old software
5. buy new computers and new software
2. Read the instructions of Part B on page 55. This part is designed for you to practice your spoken English and improve your interviewing skills. Go over the vocabulary listed on page 55, which will help you carry on your interviewing.
3. Practise the dialogue in pairs.
Look at the picture. Suppose one of you is a student who has just used the computer in the computer room and feels quite disappointed at the present state of the computer room. And the other is a reporter for school newsletter who wants to find out more about the computer room to support his opinion that computers should be changed for new and better ones. Now the reporter is interviewing the student.
4. Fill in the interview form below according to the information you get from your dialogue.
Sample answers
S1：I know you often go to the computer room. How often do you go there? And what type of activities do you do there?
S2: I usually go there four times a week. I like to do my homework and some revision work there. Sometimes I surf the Internet to search for information. I’m interested in, such as sports news and pop music. I also send and receive e-mails. I have some e-pals in the USA and Australia.
S1: When do you usually use the computer room?
S2: We have computer lessons twice a week, when I can use the computer there. I sometimes go there at lunchtime or after school.
S1: Since you often go there, what problems have you found with the computer room?
S2: The computer room is always busy since there are not enough computers. And it is closed too early. The worst thing is that the computers there are too old and work too slowly. There is something wrong with keyboards, CPUs, RAM, DVD-ROM drives and hard drives. And the printer doesn’t work well.
S1: You certainly want the computer room to be improved. How do you think it can be improved?
S2: I think the school should buy more and better computers, replace keyboards and mice, and buy and install new software. The computer room should be open for longer hours.
Answers
1. in computer lessons, at lunch time or after school
2. four times a week
3. for homework and revision work, surf the Internet, send and receive e-mails
4. too busy and there are not enough computers; closed too early; the computer are too old and work too slowly; there are something wrong with keyboards, CPUs, RAM, DVD-ROM drives and hard drives; the printer doesn’t work well.
5. buy more and better computers; replace keyboards and mice, and buy and install new software; the computer room opening hours should be longer
Skills building 3: formal writing
When you write a business proposal, a report or a letter to a stranger, you should follow some general rules.
1. Read the general rules for formal writing on page 56 and also the eight sentences below and decide which ones are formally written and which ones are informally written. Give the reasons why you think so.
Answers
Formal: 2, 4, 6
Informal: 1, 3, 5, 7, 8
2. More example sentences for you to have a better idea of the difference between formal and informal writing.
Formal Informal
1 It gave much pleasure to inform you. I’m pleased to tell you.
2 Every consideration will be given to your request. Your request will be carefully considered.
3 Mr Brown informed me of your decision. Mr Brown told me that you had made up your mind.
4 We are writing with reference to… We are writing about…
5 We do not anticipate any increase in prices. We do not expect prices to rise.
6 We would like to take this opportunity to… We are pleased to…
Step 3: writing a proposal for a new computer room
Complete the summary of the survey, and then write a proposal by using the information you have got from steps 1 and 2.
1. Read the guidelines in Part A on page 56 and complete the summary of the survey according to the given information.
Answers
Problems Suggested solution
1. Because of impractical design, It should be redesigned.
students do not want to study there.
2.The monitors, keyboards and mouse They should be replaced.
are too old.
3. There are not enough computers. More should be bought.
4. There is only one printer. More should be bought.
5. Software is outdated. It should be updated.
6. There is no Internet access. Computers should be connected to the Internet.
7. The RAM and hard drives are They should be updated.
too small.
8. It is too hot in summer in the room. Air-conditioning should be installed.
9. The room closes too early. Opening hours should be extended.
2. Read the guidelines in Part B on page 57, so you can learn what you need to write in the proposal to your principal. Pay attention to the writing style you should use in the proposal.
Possible example
Dear sir,
Recently, a survey about the school computer room was carried out in our school. The students find the design of the computer room impractical. They are not interested in studying there because of this. I’m writing this proposal to you to voice our opinion that the computer room needs improving.
There are not enough computers in our computer room. The computers that we use at the moment are old and slow, and they often crash, which wastes a lot of time. The computers there are not connected to the Internet, so we cannot get the information that we need for our homework. There is only one printer in the room, which always goes wrong. In addition, the room is too hot in summer. As more and more subjects involve IT, the computer room is playing a more important role in our studies nowadays. We are encouraged to use computers to do our homework and get information from the Internet. Now many factories and companies cannot work without computers, so those who have computer skills are easier to find a job. In order to get ourselves well prepared for the future, we need a well-equipped computer room. I am sure that most parents would agree with our proposal that our school should improve the computer room.
The government says we should have more IT in all subjects, and more subjects are developing rapidly with the help of IT. Computer skills are becoming more and more important in further studies. We will not keep up with the development of society it we are not good at using computers. So we really need to have a new computer room and hope that you will seriously consider our request.
Best wishes,
Senior High1
( student’s own name )
Project-Writing a science fiction story
This section here is designed to help you improve your English through doing a project. In Part A, you will read three summaries of the science fiction stories written by some famous science fiction writers. You will learn what a science fiction story is like and how to write a science fiction story. The purpose of this section is to let you use what you have learnt to finish a project by working together. Use your imagination to think about what will happen in the future with the rapid development of science and technology. You can work in groups to discuss what kind of story you are going to make up. You are expected to know how to cooperate and how to fulfill each part of the work.
Reading
1. Read the first summary of the science fiction story. Answer the following questions:
Where do the German professor and his nephew travel to? (They travel to the centre of the Earth.)
What do they see during their journey? (During the journey, they see a big underground ocean, a beautiful forest, ancient animals that have already disappeared in the world above.)
How do they come back to the world above? (A volcano in southern Italy brings them back to the Earth’s surface.)
2. Read the second summary of the science fiction story. Find out answers to the following questions:
What has the scientist invented? (He has invented a machine that can take him into the future.)
What does he find when he travels to year AD 802,701? (He finds two kinds of creatures---the Eloi and the Morlocks. The Eloi are gentle and lazy people who are served by the Morlocks. The Morlocks are a group of people who work very hard and come out in the evening to eat the Eloi.)
What is the world thirty million years into the future like? (The sun no longer shines in that world, so it is cold and scary.)
3. Read the third summary and answer the following questions:
What has happened to the three young people? (They are trapped in a lost spaceship which is traveling towards the planet Centaurus, at a speed of 40,000 kilometres per second.)
How do they come back to the Earth? (They reach themselves astrophysics and with the help of force from a black hole, they are able to guide the lost spaceship safely back to the Earth.)
4. Read the book review in Part A in your Workbook on page 100 and the essay in Part B on page 101 to know more about science fiction stories.
5. Do Parts B1 and B2 on page 97 in your workbook, so you will be more familiar with the usage of some prepositions and the same words in different parts of speech.
6. Do Parts D1 and D2 on page 99 in their Workbook as homework.
Writing a science fiction story
Planning
Discuss the four questions given in this part in groups of four, especially the third and fourth questions. Decide which topic from the list you are going to choose and write about.
Preparing
You can sit together and brainstorm on the topic first and try to make the plot as interesting as possible. You can also surf the Internet to get much information as you can on this topic. You can discuss the information and decide the setting, storyline and characters of the story you are going to write. One of the group members can make an outline of the story, and each member of the group will be responsible for a part of the story.
Producing
Write the science fiction story based on the outline. After you have finished your part, put your parts together. Then you can proofread the story together and make necessary changes.
Presenting
Each group orally presents the general idea of your story to the whole class. Type your stories and make them into a book of science fiction stories, which will be the first book of your own and everyone in the class can share the interesting and exciting stories. After reading all the stories, you will have a discussion about the stories. Decide which story is the best.
Resources
Jules Verne (1828-1905)
As a popular French writer, Jules Verne is regarded as the father of science fiction, whose famous science fiction stories, such as Journey to the Centre of the Earth, Twenty Thousand Leagues Under the Sea, Around the World in Eighty Days, Five Weeks in the Balloon and From the Earth to the Moon, are liked by not only children but also adults all over the world. For more information, you can visit the following website:
www.online-literature.com/verne/
H G Wells (1866-1946)
As an English novelist, H G Wells is well known for his science fiction stories, among which are The Time Machine, The Invisible Man, The War in the Air and The War of the Worlds. For more information, you can visit the following website:
www.online-literature.com/wellshg/
20,000 Leagues under the Sea
Zheng Wenguang (1929-)
Beginning to write science fiction stories in the 1950s, Zheng Wenguang is regarded as the father of Chinese science fiction. For more information, you can visit the following website:
21stcentury.chinadaily.com.cn/article.php?sid=9765&q=Zheng%Wenguang
●Self-assessment
The self-assessment section aims to let us determine what we have achieved, and what else we can do to improve our study. In Part A, some items are presented to us so that we can check how well we think we have developed these skills. Each item corresponds with one or more parts in this unit. For example, by doing Parts A and B on pages 56 and 57, we will know whether we can use the information we have collected to write a proposal in the formal writing style. We have the opportunity to evaluate our own skills and abilities in English. If we feel very confident about one item, we will give ourselves a score of 5. If we feel only slightly confident about another item, we get a 2. After going over all the items in this part, we need to add all the scores and divide the total amount by the total sum. We will get a percentage, which shows our level.
If we feel there are some items we are not confident of or just slightly confident about, we can think about how to improve on them. In Part B, we will make an action plan, so we will know what to do and take some effective measures. Teachers can also have a better understanding about their students, enabling them to help students study English more effectively.
Part Two Teaching Resources
第二部分 教学资源
Section 1: A text structure analysis of TOMORROW’S WORLD
I. The summary of the text
Main idea of the passage This is a business proposal about an extraordinary technology, RealCine. It works by making the viewers feel that they are actually in the film. It may provide a fantastic opportunity for the film-making industry.
Main idea of 1st paragraph The abstract of the business proposal about RealCine, an extraordinary technology.
Main idea of 2nd paragraph By using the technology of VR, RealCine can excite all five of our senses and bring the viewers surprisingly real feeling while seeing the film.
Main idea of 3rd &4th paragraph Wearing some special instruments, such as VR headsets and gloves, the viewers feel that they are actually in the film.
Main idea of 5th paragraph VR can provide teenagers with another way to experience the world and make them work harder to make their dreams come true.
Main idea of 6th paragraph Unreal as it is, VR will help people do some things that could never be achieved in real life.
Main idea of 7th paragraph Besides films, VR might be used to in other fields, such as training firefighters or teaching students different subjects.
Main idea of 8th paragraph A persuasive conclusion of the proposal, proposing RealCine be used in future films.
II. A tree diagram of the text
Not just watching a film…
amazing VR cinema technology
VR cinema excites all five of our senses
sight hearing smell touch touch
VR cinema makes the viewers feel they are actually in the film
special VR headsets special gloves a straw sensor
encourage teenagers do sth. never achieved in real life other uses
burning buildings classrooms
VR-a technology to be used in future films
III. A retold version of the text
RealCine is virtual reality cinema which, unlike ordinary cinema, excites all five of our senses. Viewers will be surprised how real it feels. To make the viewers feel that they are actually in the film, special VR headsets are designed to enable the viewers to see a world of 3D animation and hear the sounds clearly all around them. Special gloves are also worn so that people and objects in the film can be touched. Both the headsets and the gloves are connected to the RealCine computer system.
In scientific studies it has been shown that VR can provide teenagers with another way to experience the world and make them work harder to make their dreams come true. Unreal as it is, VR will help people do some things that could never be achieved in real life.
Besides films, VR might also have some other uses, such as training firefighters, teaching students.
RealCine provides a fantastic opportunity for the film-making industry. It is a technology which should be used in future films.
●Section 2: Background information
I. The 10 Greatest Scientist-fiction Movies Ever Made
A Space Odyssey (2001太空漫游)（1968）. The movie tells the story of a crew of people going on a dangerous mission in space, but soon their highly intelligent computer becomes a threat to them.
Alien （异形）. The story is about a team of people going to a strange planet to do scientific research, but soon they find themselves surrounded by terrible aliens.
Back To The Future （回到未来）（1985）. The movie is about a time machine invented by a crazy scientist. A boy goes in time to change the present, and on the journey, he faces all sorts of exciting adventures.
Blade Runner (银翼杀手)（1982）. Blade Runner deals with the relationship between men and robots. The story is set in the future, where highly intelligent robots do most of the physical work for us. A cop goes on a mission to get rid a few bad robots, but as the story develops, he finds out more than he expected.
E.T.（ET外星人）（1982）. A great scientific movie that is suitable for both child and adult audiences. When an alien spaceship crash-lands on Earth, a young alien gets lost. Through the help of a kind boy on Earth, E.T. (extra-temestrial) successfully goes back home in the end.
Jurassic Park（侏罗纪公园）(1993). This movie is not just an excellent scientific movie, it is also a milestone in the history of movie making!
Planet Of The Apes （人猿星球）(1968). This movie has the greatest ending in all scientific movies. After an astronaut wakes up in his spaceship, he lands on a strange planet. The whole planet is ruled by apes that keeps humans as slaves. After fighting against the apes he escapes at last, but in the end he finds an unbelievable truth.
Stars Wars（星球大战）(1977). Set in an imaginary universe, the movie tells the classic story of good against evil. Already six Stars Wars movies have been released.
Terminator2: Judgement Day （终结者2）(1991). The story is about a terminator being brought back in time to kill john Conner, who will be the leader of mankind in the future.
The Matrix（黑客帝国）(1999). In the future, humans are energy sources for machines. People lie in big glass boxes and dream of a world just like we now live in. But some people have found out the truth and they want to fight the machines and free mankind.
II. An Introduction to Around the world in 80 days.
This version of the classic novel set in 1872 focuses on Passepartout, a Chinese thief who steals a valuable jade Buddha and then seeks refuge in the traveling companionship of Phileas Fogg. An eccentric London inventor, Fogg has come up with the secrets to flight, electricity, and even roller-blades, but the world has dismissed him as a crackpot. Desperate to be taken seriously, Fogg makes an outlandish bet with Lord Kelvin, the head of the Royal Academy of Science: to circumnavigate the globe in no more than 80 days! Joining them is Monique (De France), A young French artist who decides that a trip aro
Teaching aims & demands:
To develop students’ ability of reading a play
To know about American family life and problems that happen between American teenagers and their parents
To form a positive attitude towards solving problems between teenagers and parents
Teaching procedures:
Step 1: Lead-in
1. Revision: Guess the words
(1). a dirty or untidy state _______
(2). give a reason for something _______
(3). believe that somebody is good_______
(4). something worthless or of low quality_______
(5). a person between a child and a grown-up _______
(6). not polite_______
(7). without being punished_______
(8). grown-up_______
2. Group work
Talk about the four pictures on P21
List some problems with parents.
①____________ ②_____________ ③_____________
(2) How to solve these problems.
①____________ ②_____________ ③_____________
Step 2: Reading strategy
Please go through the Reading strategy and tell how to read a play.
1.It is often in the form of ___ _________.
2.It usually includes_________ ______, and each act can have_________ _______.
3.The words or speeches in a play are very________, and some of the words in a sentence are______ _____.
4.There are some helpful _____________in a play.
5.It should be_____ ________.
Step 3: Fast reading
Get students to read the play and finish Part A individually.
How many acts are there in this play? And how many scenes in each act?
Step 4: Detailed reading
1. Listening and complete C1 on P24.
2. Please read Act One of the play carefully and fill in the form
Characters Things they do Feelings
Mom and Dad
Eric
Daniel
2. Please read Act Two carefully and fill in form:
Characters Things they do Feelings
Daniel
Eric
Mom
Dad
Step 5: Careful reading
1. This passage is mainly about ________.
A. what Mom and Dad did after they returned from vacation.
B. what Daniel and Eric did at home.
C. the reason why the dog was tired and hungry
D. a big quarrel that an American family had
2. Mom and Dad left Daniel in charge at home because ______.
A. he was an adult B. he was the youngest
C. they liked him very much
D. they thought he could take good care of everything while they were away.
3. Which is NOT true according to the passage?
A. The children were very excited when their parents came back a day earlier than expected.
B. The children didn’t use the money for themselves.
C. Daniel was left in charge at home while their parents were away.
D. Eric wanted to tell his parents what had happened, but Daniel said they didn’t need to.
4. The main reason for their quarrel is that ______.
A. Daniel was too rude.
B. Eric didn’t tell his parents what had happened
C. the parents blamed Daniel without giving him a chance to explain
D. Daniel and Eric didn’t behave well at home.
Step 6: Post reading
Fill the missing words in the blanks to complete the summary of the play.
Mom and Dad arrived back from v_______ earlier than e_______ in order to give the boys a s_______. They got so a____. When they saw the house was in a m___ that Dad shouted at D____, the elder brother, who was in c______ of the house when they were away. Daniel s_______ the door to show his anger, because their parents never gave him a c_____ to explain. E___, the younger brother, wanted to explain to his parents what had h_______, but Daniel didn't think that their parents d______ to know the truth.
At the end of the play, both Mom and Dad thought maybe they were too h___on the boys. However, Dad decided to p_____ Daniel for his rudeness so that he would show r_____ for his parents in future.
Step 7: Discussion
1. If you were Eric or Daniel ,what will you do?
2. Find some adj. to describe good parents in your eyes.
They should be__________, __________, __________,__________...
3. How do you deal with the relationship between you and your parents?
We should _______, ________, _______, ________...our parents.
3. The word “family” means “f_______ a_____ m______ I l_____ y_____”.
Step 8: Homework
1. Role-play the dialogue in groups of five.
(Divide students into groups of five and one is the narrator and the others are the main characters. Role-play Act One and Act Two.)
2. Reading comprehension
There are three kinds of goals: short-term, medium-range and long-term goals.
Short-term goals are those that usually deal with current (当前的)activities, which we can apply on a daily basis. Such goals can be achieved in a week or less, or two weeks, or possibly months. It should be remembered that just as a building is no stronger than its foundation, our long-term goals cannot amount to very much without the achievement of solid short-term goals. Upon completing our short-term goals, we should date the occasion and then add new short-term goals that will build on those that have been completed.
The intermediate goals build on the foundation of the short-term goals. They might deal with just one term of school or the entire school year, or they could even extend for several years. Any time you move a step at a time, you should never allow yourself to become discouraged or overwhelmed. As you complete each step, you will enforce the belief in your ability to grow and succeed. And as your list of completion dates grow, your motivation （动力）and desire（欲望） will increase.
Long-term goals may be related to our dreams of the future. They might cover five years or more. Life is not a static thing. We should never allow a long-term goal to limit（限制） us or our course of action.
1. Our long-term goals mean a lot ________.
A. if we cannot reach solid short-term goals
B. if we complete the short-term goals。
C. if we have dreams of the future
D. if we put forward some plans
2. New short-term goals are built upon________.
A. a daily basis B. your achievement in a week
C. current activities D. the goals that have been completed
3. When we complete each step of our goals, _____________.
A. we will win final success B. we are overwhelmed
C. we should build up confidence of success
D. we should have strong desire for setting new goals
4. What is the main idea of this passage? _____________
A. Life is dynamic thing. B. We should set up long-term goals.
C. Different kinds of goals in life. D. The limitation of long-term goals.
5. Which of the following statements is wrong according to the passage? _____________
A. The long-term goals cannot amount to very much without the achievement of solid short-term goals.
B. The intermediate goals build on the foundation of the short-term goals.
C. Life is a static thing, thus we should never allow a long-term goal to limit us or our course of action.
D. We should often add new short-term goals to those which have been completed.
高一英语牛津版必修4 Unit2 全单元教案
牛津高中模块4全单元教案 Unit 2 Sporting events Period 1 Welcome to the unit教案 Teaching Aims: 1. Participate in a discussion to find out why sports are popular around the world. 2. Develop students’ speaking ability by expressing their opinions in the discussion. Teaching Important Point: Develop students’ speaking ability. Teaching Methods: Individual, pair or group discussion to make every student work in class. Teaching Aids: 1. The multimedia 2. The blackboard Teaching Procedures; Step 1 Greeting and Lead-in 1. Do you like sports? What sports can you play?2. What sports do you know?Who is your favorite sportsperson? 4. Do you like playing sports? How much time do you usually spend exercising or doing sports every week? Stpe 2 Welcome to the unit Sport plays a very important role in our lives. We see or do sports almost everyday. Look at the following pictures. Are you familiar with these sports? 1. table tennis Can you play table tennis? Do you like it? Is it your favourite sport? Why? 2. Wrestling How much do you know about wrestling? (a short introduction of wrestling) 3. Boxing Do you like watching it? (a short introduction of boxing) 4. In your opinion, do you think these Sports are too violent?5.Kung fu is a traditional sport in China? Are you interested in it? 6.Which do you prefer, Kung fu or boxing? 7.Itroduction of gymnastics and diving. Step 3 Pair Work 1. To become a professional gymnast or a diver, you have to sacrifice(牺牲) a lot. What do you think these sacrifices would include?(group discussion) 2.basketball and football, which do you prefer? 3.No matter what kind of sport you take part in ,what are the basic qualities you need to possess in order to be successful in that sport?) (video of Jordan) Step 4 Group Work1. Why do you think sport is so popular?2. How often do you play sport? What sports do you usually play?3. What is your favourite sport? Why?Step 5 Homework 1.Find more information about the business of sport. 2.Preview reading text. Unit 2 Sporting events Reading Period 1 Teaching Aims: 1. Check and enhance students’ reading abilities. 2. Train Ss to gain an overall understanding of the article and learn to adopt different reading strategies. Teaching important points: 1. Help Ss know some background knowledge about the history and the development of the Olympic Games about. 2. Help them learn some language items. Teaching difficult points: 1. how to read a speech 2. how to grasp the new words. Teaching methods: 1. Improve the students’ reading comprehension. 1. Practice to get the students to master what they’ve learnt. 2. Discussion to make every student work in class. Teaching aids: 1. the multi-media 2. the blackboard. Teaching procedures: Step 1.lead in 1. Talk about the Olympics: ask some questions. 2. Encourage the students to share their information they have already know and to express their opinions freely.. Step 2. Reading 1. Ask Ss to skim the article and answer the three questions in Part A. 2. Ask Ss to reread the passage and do C1 individually. 3. Get Ss to scan the article again and do C2. 4. Help Ss to get the idea of the reading strategies. 5. Ask Ss to answer four questions: 1).What characteristics do the ancient Olympics and modern Olympics share? 2).What are the differences between the ancient and modern Olympic Games? 3).Muhammad Ali and Michael Jordan are mentioned in the passage. What do these two sports people have in common? 4).Do you think Chinese athletes such as Deng Yaping and LiuXiang are as great as Muhammad Ali or Michael Jordan? Step 3. Language items. 1. Do D in class. 2. Do E in class Step 4. Homework. 1． Do Part E. 2． Prepare for the language items. Period 2 Language Focus Teaching aims: 1. To understand new words, phrases and sentence patterns in the reading passage; 1. To learn how to use them. Teaching Important Points: 1. To help the students to understand the text better. 2. To help the students master the use of some important language points. Teaching Difficult Points: 1. The usage of some words, phrases and sentence patterns. Teaching Procedures: Step 1.Lead-in Discuss the following questions: 1.Do you think the Olympic Games help countries and people live peacefully side by side? 2.Who do you think are the greatest Olympic athletes and why? 3.What kind of example do you think athletes like Liu Xiang and Muhammad Ali have set for young people around the world?Step 2 Words and phrases to be learned Delighted, significance, briefly, compete, allow, honourable, no matter what, separate, side by side, light, be recognized as, record, contribution, absence, attempt Step 3 Practice Do PartA1and A2 on page98 Step 5 Assignments: 1. Keep in mind the useful words, phrases and sentence patterns and know how to use them. 2. Finish some additional exercises Brief teaching plan Teaching Objectives: 1. To enlarge students’ vocabulary by applying the rules of making compound words. 2. To get students to learn some words and expressions related to Olympic sports. 3. To improve students’ speaking ability. Teaching Important and Difficult Point: To master the formation rules of compound words. Teaching Approaches: Task-based approaches Form of Activities: Individual, pair or group work .. Teaching Aids: The multimedia and the blackboard Teaching Procedures: Step 1. Lead-in Ask the students to read the following dialogue: A: Did you know that Liu Xiang was the first Asian to win a gold medal for the men’s 110-metre hurdles in the Olympic Games? B. Yes! Everyone knows that he is a very hard-working sportsperson. He is a well-trained winner. Let the students study the italicized words and ask them two questions: 1. Do you know the meanings of the words? 2. Do you know how the words are made? Give them a few minutes to think. They may discuss with their partners if necessary. 110-metre(n.)--- 110 (num.), meter (n.) hard-working (adj.)--- hard (adv.), working(v-ing) sportsperson (n.)--- sports(n.), person(n.) well-trained (adj.)--- well(adv.), trained (v-ed) Step 2. Compound words 1. Tell students that the above words are called compound words. Ask them to give the definition of a compound word: A compound word is made when two or more than two words are joined together to form a new word. 2. Ask students to think about other words that are created this way. Organize them into groups of four and have a competition. Write all the compound words that students can think of on the blackboard. The winning group is the one that comes up with the most words. 3. Have students study the words that they have listed and then read the words on page26 to understand the formation rules of compound adjectives and compound nouns. To form compound adjectives: Formation Compound (adj.) adj.+n.+-ed warm-hearted, cold-blooded adj.+v-ing easy-going, ordinary-looking adv.+v-ing hard-working, long-lasting n.+adj. tax-free, world-famous n.+v-ed air-conditioned, man-made adj.+ v-ed Soft-boiled, well-paid adv.+ v-ed Well-educated, well-paid To form compound nouns: Formation Compound n.+n. handbag, bookmark, website, motherland n.+ v-ing sightseeing, window-shopping, house-keeping 4. Ask the students to match the words in column A with the ones in column B. A B 1.black a. room 2.broad b. eyed 3.every c. cast 4.bed d. case 5.blue e. where 6.suit f. board . 7.radio g. ground 8.bus h. throw 9.reading i. driver 10.passer j. by 11.play k. paper 12.over l. active 13.news m. room 5. Ask the students to translate the words into Chinese. Explain that some English woAdvance With English Module 4
Unit 1 Advertising
Analysis of the teaching material:
This is the 7&8th periods of Unit One. In this period we’ll deal with the task part and learn some useful skills.
Objectives:
1. To learn how to listen for statistics and descriptions
2. To learn how to state opinions and give supporting reasons
3. To learn how to use different sentence types correctly.
Teaching important point:
How to help the students learn and practice the skills of listening, reading, speaking and writing together.
Teaching approaches:
Teaching approaches is the key step for class teaching. Visual-scene teaching method, tasked-based method as well as the approaches of discussion and so on will be adopted in the teaching process of this lesson . Emphasis will be put on Ss’ ability of speaking, expressing and brainstorming. Language is best learned through activities. I’ll introduce a rich variety of activities and approaches to meet different needs of the Ss and make full use of the advantages of multimedia which is visual, operable to make my lesson vivid, interesting and effective.
Interaction Patterns: Teachers -class, individuals, pairs
Ss’ ability to work both independently and together is very important to their success in the future. It is therefore important for Ss to have opportunities to develop their English skills and knowledge independently, in pairs, in groups and as a class.
Teaching Aids: multimedia and a blackboard
Procedures for teaching:
Step 1 Skills building 1: listening for statistics and descriptions
1. how to read statistics correctly
2. when listening we should care about:
(1) an increase
(2) a decrease
(3) no change
(4) trends
(5) a range
(6) a limit
3. listening practice on Page 12
4. Step One: completing a bar chart
Step 2 Skills building 2: stating opinions and giving supporting reasons
1. how to state opinions and give support reasons
2. pair-work
3. step 2: talking about advertisements:
(1) Ask Ss to finish A---conduct a survey.
(2) Help Ss to finish B---role-play.
(3) Make Ss to finish C---writing.
Step 3 Skills building 3: using different sentence types correctly
1. Help Ss to understand different sentences types with the help of the table.
2. Ask Ss to finish the practice on Page 16.
3. Step 3: writing an advertisement
(1) Ask Ss to finish Ex.A on Page 17.
(2) Have Ss to finish Ex.B on Page 17.
Step Four: Homework
1 Finish your article.
2 Make good preparation for Project.
（撰写人：南京五中 黄祖明 方玉勇）
Advance With English Module 4
Unit 1 Advertising
Analysis of the teaching material:
This is the 9&1oth periods of Unit One. In this period we’ll introduce some basic knowledge about ad campaign and ask Ss to do the project.
Objectives:
1. Train the students’ writing, reading and speaking abilities.2. Get the students to talk about developing an ad campaign.
3. Get the students to cooperate with others.
Teaching important point:
How to help the students finish the tasks of writing and speaking.
Teaching approaches:
Teaching approaches is the key step for class teaching. Visual-scene teaching method, tasked-based method as well as the approaches of discussion and so on will be adopted in the teaching process of this lesson . Emphasis will be put on Ss’ ability of speaking, expressing and brainstorming. Language is best learned through activities. I’ll introduce a rich variety of activities and approaches to meet different needs of the Ss and make full use of the advantages of multimedia which is visual, operable to make my lesson vivid, interesting and effective.
Interaction Patterns: Teachers -class, individuals, pairs
Ss’ ability to work both independently and together is very important to their success in the future. It is therefore important for Ss to have opportunities to develop their English skills and knowledge independently, in pairs, in groups and as a class.
Teaching Aids: multimedia and a blackboard
Procedures for teaching:
Step 1 Comprehension
1.Ask Ss to skim the passage and answer:
(1) What is an ad campaign?(2)What media can you use in an ad campaign?(3) What questions should we first consider?
3.Help Ss find the main idea of each paragraph.
(1) the definition of an ad campaign what an ad campaign means
the target audience and how to determine the target audience
what the ad campaign says
how to reach the target audience
Step 2 Language Focus
1 reach a particular audience… (line 2)
2 In order to determine…(line 11)
3 appeal to the way…(line 19)
4 be concerned with…(line 23)
5 what approach you want to …(line 28)
Step 3 Developing an ad campaign
Planning
(1)Work in small groups.
(2) Decide the subject of your ad campaign from the listed.
(3) If you have your own idea, please get your teacher’s approval.
Animal protection Anti-smoking
Anti-drugs Anti-littering
The subject of your ad campaign will be_____.
Preparing
(1)Discussion :who/what/how
(2) Team work:
Producing
What should each member do?
researcher---find inf. from various sources
logo/slogan designer--- made it attractive
proposal writer--- write a brief outline and plan some questions
the whole team---work as a whole and everyone should contribute to the project
Presenting
(1) Make your presentation clearly.
(2) Answer questions concerning your ad campaign.
(3) Post your logo and slogan.
Step 4 Homework
1 Finish Ex. B2on Page 91.
2 Preview the listening material on Page 96.
（撰写人：南京五中 黄祖明 方玉勇）
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