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高一语文新教材(广东版)第六课 ：罗曼.罗兰..
王新
罗曼•罗兰（节选）
（奥地利）茨威格
一、作者：
茨威格(1881-1942)，奥地利作家,以小说和传记见长。作品擅长细致的性格刻画和对奇特命运下个人遭遇
、心灵热情的描摹。世界闻名。著有《一个女人一生中的二十四小时》、《象棋的故事》、《三位大师》
。
二、题释：
罗曼•罗兰（1866－1944）：法国文学大师，著有十卷本长篇小说《约翰•克里斯朵夫》、《母与子》等。
荣获19诺贝尔文学奖。
三、词语：
勃艮(gèn或gěn)第 喧嚣 斯宾诺莎 能言善辩
名噪一时 炯炯（jiǒng）发亮 供人消遣（qiǎn） 混沌（hùndùn）
※ 补充词解：
炯炯：光明，明亮。如目光炯炯。
名噪一时：一段时间内名声显赫。
四、熟读课文，理清思路：
全文分几部分？写出各部分大意。
――（一）罗曼•罗兰就读的高师在教育方面的特点。
（二）高师教育对罗曼•罗兰的影响。
1、他获得了扎实的知识基础、无可比拟的工作能力和勤奋精神。
2、他与自己的好友产生了新的崇高的思想境界。
3、他对莎士比亚、托尔斯泰倾注了仰慕之情。
（三）罗曼•罗兰在高师的创作成果。
五、筛选信息，分析研讨：
1、罗曼•罗兰就读的高师在教育方面有哪些特点？在书上标出。再用短语逐条归纳。
――封闭式；培养目标高；有传统精神和经验；严格要求；有一定限度的自由；培养了最渊博的学者。
2、文中说：“他第一次学会了把世界史看作是各个时代的涨潮与退潮的永恒活动；对于各个时代来说，
昨天、今天和明天是一个活的统一体。”你是怎样看待昨天、今天和明天的关系的？
――提示：昨天是今天的基础；今天是昨天的发展；明天是今天的提高。螺旋式上升。
3、压缩下面的句子成一句话：“在当代，没有一个艺术家像他一样在一切领域具有如此扎实的有系统的
实际知识基础，即使接近这个水平也不可能。也许，他那无可比拟的工作能力，他那超人的勤奋，也是在
他闭门幽居的年代获得的。”
――“在当代，没有一个艺术家像他一样在一切领域具有如此扎实的有系统的`实际知识基础，即使接近这
个水平也不可能。也许，他那无可比拟的工作能力，他那（和）超人的勤奋，也是在他闭门幽居的年代获
得的。”
4、他与自己的好友产生了新的崇高的思想境界，这种思想境界的内含主要是什么？在书上划出。并把它
简括成一句话。
―― “他们都感觉到了……也在所不惜。”
为人民而创作。
5、罗曼•罗兰年轻时也“追星”，但他的“追星”和现在不少年青人的“追星”有什么不同？
――提示：目的；内容；方式。
6、罗曼•罗兰在高师的创作成果有哪些？在书上划出。
7、从文章中找出对罗曼•罗兰产生较大影响的人物，说说作者是如何利用与传主关系密切者的相关资料来
突出传主形象的？
――法国理想主义新艺术创作流派的三位伟大代表人物：保尔•克洛岱尔，安德列•休阿列斯，夏尔•贝济
。
他们有相同的理想、追求和爱好，互相学习，互相激励，共同提高。这对突出传主形象起到了衬托和强化
的作用。
六、概括主题：
提示：从段意入手。
本文介绍了罗曼•罗兰年青时就读巴黎高师的情况，突出了他崇高的理想追求、勤奋精神和巨大收获，给
了我们许多重要的启示，是我们学习的榜样。
七、练习：
1、抄写生字词。
2、课外阅读罗曼•罗兰的长篇小说《约翰•克里斯朵夫》。
3、阅读第59页《放言述说平生事》一文。
作者邮箱： guoqing369369@163.com
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高一语文新教材(广东版)第六课教学设计：罗曼.罗兰..由本站会员分享，版权归作者所有,请注明出处!
(Senior 1B)
Part 1 阶段目标卡 Topic : Festivals
I 认知目标（ Knowledge）
1. Can remember the following words and expressions (by pronunciation, spelling and writing):
theme, parade, holy, Easter, symbol, fighting, conflict, argument, opinion, destruction, major, probably, honour /honor(Am.E), ancestor, principle, nation, purpose, creativity, faith, commercial, joy, light (v.), similar, generation, salute, kiss, cheek, nod, celebration, respect, gift, cycle, fool, invitation, self-determination, reminder
dress up, in one’s opinion, play a trick on /play tricks on, take in, in common
2. Can use the following structures in different situations:
1) Useful expressions in the text
in my opinion, play a trick on /play tricks on, take in, in common, have something/nothing in common with …,as well as, get together.
2) Expressions on expressing and supporting an opinion
In my opinion, we should… I believe we should…
I don’t think it is necessary to… We must decide…
I hope we can make a decision. If we do this, we can…
3) Modal verbs (2): must, have to, have got to.
3. Can be familiar with the following world festivals and talk about them:
Chinese festivals: the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…
Foreign festivals: Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…
4. Can read the reading materials correctly, including pronunciation, intonation, pause and fluency. And recite five to eight beautiful or important sentences.
5. Can understand the teaching material well, and retell the text and have a discussion according to the text after class.
6. Can get further information about festivals through classes, magazines, newspapers, related books, Internet and so on.
II 情感目标 ( Affect )
1. To get Ss to enjoy festivals and customs from different countries, and enlighten Ss to enjoy the beauty and the importance of festivals and customs.
2. To encourage Ss to show positive and healthy attitude towards festivals and customs from different countries.
3. To get Ss to know how to hold effective and successful festivals.
4. To get Ss to further understand the differences between Chinese and foreign cultures by comparing Chinese and foreign festivals and customs.
III 技能目标 ( Skills )
1. To train Ss’ four skills (listening, speaking, reading and writing) in different periods.
2. To make Ss’ know how to write an invitation in English.
3. To help Ss to develop the ability of learning English through different ways, such as reading newspapers, magazines and books, surf the Internet, etc.
Part 2 Pre-unit Activities: Preview Task
1. Find information about the following festivals as much as possible through newspapers, magazines, related books and Internet.
Chinese festivals: the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…
Foreign festivals: Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…
2. Read the following introductions of some famous foreign festivals.
Mardi Gras The America's most favorite celebration, and famous Mardi Gras takes place in New Orleans, Louisiana. Carnival has religious roots associated with Judeo-Christian tradition. Mardi Gras is set to occur 46 days (the 40 days of Lent plus six Sundays) before Easter and can come as early as February 3 or as late as March 9. Known as the “biggest free show on earth”, people there dress up in costumes for these events and enjoy this celebration by going to public parades where they catch “beads, doubloons, cups, and trinkets” that are all thrown from floats. They also have private celebrations, masquerade balls, held by clubs called krewes. The official colors of Carnival are purple, green and gold, chosen in 1872 by that year's Rex. The colors have meaning: purple for justice, green for faith and gold for power. King Cakes are eaten during this holiday.
Valentine’s Day February 14th, Valentine’s Day, is sweethearts’ day, on which people in love with each other express their tender emotions. People sometimes put their love message in a heart-shaped box of chocolates, or a bunch of flowers tied with red ribbons. Words or letters may be written on the flower covered card, or something else. Whatever the form may be, the message is almost the same -“ Will you be my valentine?” The symbol of valentine is a picture with a Heart and Cupid armed with bow and arrow. Many universities, high or elementary schools hold a sweethearts’ Ball for the young students to celebrate Valentine’s Day.
Bon Odori Festival (Ghost Festival) Japanese has been looking upon Ghost Day Ceremony originating in Buddhist Ullambana. These two festivals were not only public holidays with enthusiastic festivities but also times when people gave presents to each other and enhance amity between them. The custom of giving presents might root in the transfer from the kind-heartedness of giving alms to the concern for the living families and friends. The Japanese also hang lanterns on July 15 to lead the spirits back to the earthly world and have them enjoy grand banquet. It is like our custom of releasing water lanterns and firing lanterns. Besides, they hold a “pot” ceremony, called “pot-reciting”, which praises Buddhist sutras, singing and dancing, receiving the departed spirits and sending away the solitary ghosts. Today, there are various scales of “pot ceremony” all over Japan, which is kind of an amusement gathering. However, current Ghost Day Ceremony is not full of gloomy atmosphere in its form, remaining only enjoyable sentiment in spite of the existing original meaning.
Halloween 1,000 years ago, the Celts living in the Great Britain believed that human is mastered by gods. They also believe that Samhain, the death god, would come back to the earthly world with the dead at the night on October 31. The Celts built bonfires and fired animals as sacrificial offerings to the death god. Some Celts were dressed in costumes made from animal heads or furs, which was the origin of contemporary Halloween masquerade. The night of the death god was a horrifying time that signified the coming of winter and was the beginning of Halloween eve. Today, the religious meaning of Halloween has been weakened; instead, the holiday expresses man’s cherishing memory of Halloween via innovative, ever-changing modern masquerade.
Day of the Dead, Mexico On November 2nd, each house roasts bread of animal forms, broiling chicken, hot chocolate and sweet corns, plus laying some toys on the altar because Mexicans believe that the dead children will come back to their own homes in the midnight. The altar for the dead elder is stocked with belongings of the merriment as they do; therefore, their Ghost Festival is just like a carnival when people walk around with masks, eating skull-shaped candies. And even a ghost image is put on the bread. In the evening, the whole family goes to the cemetery and clears the grave. Women praise all night in kneeling or sitting position while men are talking or singing. The flickering midnight candlelight is filling up the cemetery whereas walking singers are chanting for the dead Spirits.
Easter Easter, with its religious character, falls on the first Sunday after the full moon that occurs on or after March 21st. Therefore, Easter happens sometimes in March, and sometimes in April. It commemorates the resurrection of Jesus Christ from the tomb where he had lain for three days following his Crucifixion. His rise after three days indicates that he would accomplish his promise to rise again from the dead as proof of eternal life. As Christ’s return to life had occurred during the season of spring, some of the rites of Spring were still retained. Therefore, we see that although Easter is based on the events in the life of Christ, it has been influenced by older traditions. For example, the custom of dyeing eggs is still very popular among American children. Originally the egg symbolized fertility for the ancient Persians and Greeks who exchanged eggs at their spring festivals. But up to the Christian time, the egg symbolized the tomb from which Christ rose. For Christian lamb is the symbol of the sacrifice of Christ and pig the symbol of good luck. That is why both in Europe and in America, people have lamb and ham as their main meat on Easter Sunday. In all the spring season, people enjoy the Easter message of hope, joy and the resurrection of spirit.
Thanksgiving Day Thanksgiving Day, which originated in America and was first celebrated in 1621 by the pilgrims of the Plymouth Colony, is the most typical and true national holiday of all the holidays observed in the United States of America. Because of the religious persecution by the established church in England, the pilgrims left their native land with the purpose of enjoying religious freedom. They first fled to Holland, and then sailed to America on a ship called the Mayflower. When they arrived at Plymouth, Massachusetts, it was November, 1620. The first winter was very difficult for them and over half of them died because of hunger and illness, hard work and severely cold weather. In the spring of the next year, 1621, a friendly Indian named Squants, who had been captured and released by other English men, came to help them in planting the corn and fertilizing the soil. Then Squants brought the Indian chief called Massasoit who also treated them in a friendly way. With the help of the Indians, the pilgrims had a bumper harvest that year. They thought the harvest was a kind of deliverance by God, so they decided to have a day of celebration after their harvest to express their thanks to God. And they also invited the Indian chief Massasoit in gratitude and prepared a grand dinner out-doors. The celebration lasted for 3 days. On October 3rd, 1863, Lincoln issued the first National Thanksgiving Proclamation. Since then it has been the custom for the President of the United States to Proclaim annually the fourth Thursday of November as Thanksgiving Day. The Thanksgiving dinner is mainly stuffed with roast turkey, squash and corn, pumpkin pie and Indian pudding a custard made from corn), etc. Today, American people have four days for this holiday, although the first Thanksgiving lasted three days. One is probably surprised to find the uniformity in the holiday scene of every family, wherever one goes in the United States. People go back home to enjoy the reunion of their family at the arrival of Thanksgiving Day.
Christmas Christmas Day, which is the greatest of the Christian festivals, falls on December 25th on which Christian people believe Jesus Christ was born, although no one can tell the exact date of his birth. This is the biggest and best-loved holiday in the United States, which is full of joy and gaiety, love and laughter, hospitality and good will. People usually have two weeks for this holiday. They begin to prepare Christmas long before the holiday comes. Small families and large business firms prepare the holiday differently. Stores are decorated with the traditional Christmas colors of green and red. Goods associated with Christmas become best sellers at this time. People like to decorate their stores and homes with Christmas tree, which is usually covered with strings of colored lights and a star fixed on top representing the star in the East which guided the three Wise Men to where Jesus was born. And Christmas food is special: peppermint-flavored red and white striped canes of sugar, bright colored hard sweets, chocolate bonbons, creamy homemade fudge and clusters of chocolate-covered raisins, walnuts or pecans, etc. On Christmas Eve families have a big dinner. Children hang their stockings by the fireplace, hoping that Santa Claus will fill them with sweets and toys.
Part 3: While-unit Activities: Five Separate Periods
Period 1: Warming up & Listening
Before having this period, the Students (Ss) are asked to collect information about the three festivals: Halloween, Bon Odori Festival, Day of the Dead.
Step 1 Lead-in
1. First, greet Ss with the questions “How are you feeling today?” “ Do you feel happy today?”
Then, Teacher (T) can lead in the topic festival/ holiday by asking some questions such as:
When do you usually feel happy? (Ss can give different answers)
Do you feel happy when there is a festival and you have holidays?
Then which festival or holiday do you like best? And why?
2. Chinese have many festivals. How many Chinese festivals do you know? And what are they?
( the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…)
Which is the greatest and the most important festival to our Chinese people? When do Chinese celebrate the Spring Festival? How long does the Spring Festival last? Why do Chinese people celebrate it? What is the theme of the Spring Festival? How is it celebrated?
3.Different cultures have different kinds of customs and festivals. How many foreign festivals do you know? And what are they?
( Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…)
Step 2 Warming up
1. Show the Ss three pictures and ask them to discuss in pairs according to the following guiding questions:
Q1: Do you know the names of the festivals? (Halloween, Bon Odori, Day of the Dead)
Q2: Do you know which countries the festivals come from?
Q3: What are the people in the pictures doing? Why are they doing this?
2. Ask individual students to talk about the three festivals. The information of the festivals should include the name of the festival, when, where and how to celebrate it.
3. Which Chinese festival is similar to the three festivals? (Tomb Sweeping Festival)
Then get Ss to compare the Chinese Tomb Sweeping Festival with one of the three festivals. (Differences: time, people, place, the way of celebrating, etc. Similarity: ghost festival)
Step 3 Dialogue
Get Ss to work in pairs to make up a dialogue. One describes his/her favorite Chinese festival and the other describes his/her favorite foreign festival. Trying to compare them.
(The following form is presented for Ss to prepare.)
Festival
When is the festival celebrated?
Who celebrates the festival?
How do people celebrate it?
Why do people celebrate it?
What are some important themes, e.g.“family” and “peace”?
How old is the festival?
Step 4 Listening
1. Pre-listening: Present three pictures about Mardi Gras, Ramadan and Easter and let Ss to guess out the names of the festivals from what they can see from the pictures.
2. While-listening: Do the three festivals one by one. For each one, Ss can listen to it twice. The first time, Ss’ task is to find correct answers to the choices in the book. The second time, Ss’ task is to check their answers and T check the correct answers with the whole class.
3. Post-listening: Get Ss to listen to each festival again. While listening, try to take notes and get more information about the festival. Then ask Ss to describe the three festivals in their own words.
Step 5 Summary
Help Ss to have a revision of the festivals learnt in this class.
T: Different histories and cultures have different kinds of festivals and customs. We should get to know they all play important parts in learning a country’s language. We should respect and show positive attitudes towards foreign festivals and customs as well as Chinese ones.
Step 6 Homework
1. Listening work: Listen to the listening material about Christmas in workbook on page 77.
2. Written work: Write a description of your favorite festival. The description should include 1) the name 2) the time 3) characteristics 4) activities, etc.
Period 2: Reading
Step 1 Revision
Get Ss to work in pairs to ma tch the festivals in Column A with the information in Column B.
Column A Column B
1.Ramada A. celebrated on the 15th day of the
first Chinese lunar month
2.the Lantern Festival B. chocolate, bunnies, colored eggs for its
symbols
3.Mardi Gras C. Muslims fast during the daylight day
4.Dragon Boat Festival D. catching “beads, doubloons and cups”
thrown by parades
5.Valentine’s Day E. honoring love and lovers
6.Halloween F. eating Zongzi to honor Qu Yuan
7.Double Ninth Festival G. the time of ghosts, spirits, gravestones
8.Thanksgiving Day H. meaning clear and bright, mourning the dead
9.Easter I. offering thanks, family gatherings and meals
10.Tomb Sweeping Festival J. on the 9th day of the 9th lunar month as Senior
citizen’s Day
Step 2 Pre-reading
1. Make a comparison of Chinese Spring Festival and Christian
Christmas.
T: Which is the greatest and the most important festival to Chinese people? (the Spring Festival) And which is the greatest and the most important festival to Christian people in western countries? (Christmas)
Both of them are quite popular in the world. What are the differences between them?
Festival
Different
aspects
Chinese Spring Festival
Christmas
Time From the 1st day to the 15th day of the first Chinese lunar month
On Dec. 25
Preparation Do spring cleaning, do Spring Festival shopping (new clothes, delicious food, fireworks, New Year paintings, etc.), decorate the houses with Spring Festival couplets, paper cuts, Chinese knots… Do cleaning, do Christmas shopping (gifts, cards, sweet, cookies, etc.), decorate the houses with Christmas tree and colored lights…
Special Food New Year’s cake, dumpling ( jiaozi) , sweet dumpling (tangyuan)…
Candies, cookies, pudding…
Gifts
Anything (foods, fruits, clothes, drinks…)
Anything (foods, fruits, drinks, desserts, Christmas decorations)
Major Activities Have family reunion dinner on New Year’s Eve, pay New Year’s visits, recreational activities (dragon dance, lion dance, stilt-walking…)
Family reunion, have a big dinner on Christmas Eve…
purpose Bidding farewell to the old year and welcoming the new year, hoping for the best and the good future.
Celebrating the birth of Jesus Christ
Note: The italicized words in the form above are suggested answers.
Step 3 Reading
T: Do you know there is another festival which follows Christmas Day in America. It is an important festival to African Americans. Is there any one who knows the name of the festival? (Kwanzaa)
1. Fast reading: Read the text on page 10 fast and try to get a general idea of Kwanzaa from the text. T can present a diagram of the information about Kwanzaa to help Ss to finish this task.
(Questionnaire: When is Kwanzaa celebrated? How long does it last?
Who created the festival of Kwanzaa? (Dr Maulana Karenga) Who usually celebrates Kwanzaa? Why is it celebrated? What are the characteristics of Kwanzaa?)
2. Careful reading: Get Ss to read the text carefully to get more details. After reading, Ss are asked to do True or False exercises.
1) African Americans have a long history and a rich culture, so Kwanzaa is an old festival. ( F ) (a young festival)
2) People created Kwanzaa to celebrate American culture. ( F ) ( to celebrate African culture)
3) The word Kwanzaa means first fruit in Swahili, one of the largest languages in Africa. ( T )
4) The African first-fruit festivals are completely different from each other. ( F ) ( to have many things in common )
5) Kwanzaa is celebrated on Christmas Day. ( F ) ( from Dec. 26 to Jan. 1 )
6) Kwanzaa is based on old African festivals. ( T )
7) People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )
3. Dialogue.
Suppose you are the reporter of Overseas Wind Programme of Huipu Students’ Broadcasting. Now you are chosen to interview the foreign teacher John about the festival of Kwanzaa. Make up a dialogue with your partner. One acts the role of the reporter, and the other acts the role of John. The dialogue can begin like this:
Reporter (R): Good afternoon, everyone. Here is our Overseas Wind Programme. Today, we have a foreign guest in our progamme. He is our foreign teacher John. Hello, John.
John (J): Hello.
R: Welcome to our Overseas Wind Programme. Today we have a topic about the festival of Kwanzaa. So would you like to introduce Kwanzaa to us? …
J: …
Step 4 Discussion
Topic1: Do you agree festivals can help us understand our history and culture? How do they help us understand our history and culture?
Topic2: Nowadays more and more festivals have been created in my cities for various purposes, such as developing local economy, making the city well-known, etc. Our city Linhai created the Festival of the Great Wall in the South. It has been celebrated for three years. However, some Linhainese think holding such a festival causes some problems to the city. What effects does the Festival of the Great Wall in the South bring to us? Make a list
Good Effects Bad Effects
… …
Step 5 Homework
1. Oral Work: Read and recite the new words learnt in this class.
Read and recite some beautiful and useful sentences in the text.
2. Written Work: Suppose you are the journalist of Huip
Teaching Goals
1． Talk about sports
2． Talk about interests and hobbies
3． Talk about the Olympics
3. Write a sports star’s profile
Period Arrangements six periods
Students intermediate level
【Teaching Aims】
A. Abilities
1. Be able to use the following sentences
Which do you like…or …?
What’s your favorite sport?
Which sport do you like best?
Which do you prefer…or…?
What about…?
Are you interested in…?
2. Be able to say something about sports.
B. Knowledge
1. vocabulary continent well-known athlete gold medal torch badminton tie final dive shooting Greece competitor motto further rank gymnastics prepare preparation effect flame compete flag weight position superstar point skill weigh title gesture facial stand for because of speed skating track and field take part in preparation for
2. grammar
Passive Voice in the future tense
【Studying method】
Preview-to get the students form the good habit of study first by themselves. To improve their study ability.
【Teaching Methods】
1. Talking method to enable the students to express themselves freely.
2. Listening method to improve the students’ listening ability.
【Teaching Aids】
1. a recorder 2. a computer and some slides
【Teaching procedures】
Teaching Procedures of Period 1:
【Teaching Goals】
1. Improve the students listening ability by listening to some materials.
2. Master the useful expressions by using them in the dialogue, meanwhile educate the students to love sports so that they can be healthier and stronger.
【Teaching Methods】
1. Talking methods to enable the students to express themselves freely.
2. Listening method to improve the students’ listening ability.
【Teaching Aids】
1. a recorder 2. a computer
Step1.Warming up
Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):
Q: What do you know about sports?
During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a good chance to present new words. If necessary, make some complements. At the same time, present them as many pictures about sports as possible.
Possible response:
school sports meet
Sports meet the National Games
the Asian Games
the Olympic Games
the World Cup
etc
ball games: volleyball, basket ball, football, table tennis,
tennis ,golf, badminton, bowling, baseball, American
football, ice hockey etc
Events of sports
track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc
gymnastic: rings, double bars, high and low bars, horse , free exercise
swimming/shooting/skiing/ ice sports/diving/aquatic sports etc
Sport stars : Beckham, Mike Owen, Michael Jordan etc
Purpose: This activity is designed to encourage students to think about sports and activate relevant vocabulary.
Step 2. Speaking
Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)
Task2(pair work): A survey about physical fitness (See postscript 1)
Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.
1). Do you think your group is doing well or not? Why ?
2). How can you become fitter?
Purpose: The students will use the information from the above step to
talk about their interests and hobbies and to practise giving reasons for their
opinions.
Step 3. Listening
Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)
Purpose: to work as a guide of listening part
Task 2: Listen to three sports reports and fill in the missing information
Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.
Step 4. Homework Assignment
Task: Find out some background information about the Olympics. Teacher will offer them some websites as well:
www.olympic.org www.specialolympics.org/
www.athens.olympics.org/ www.beijing-.org
Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.
Teaching procedures of period 2
【Teaching aims】
1. Improve the students’ reading ability by fast-reading and reading.
2. Enable the students to master the new words and expressions, as well as the language points.
3. Train the students to love and take an active part in the sports.
【Teaching method】
1. Discussion method to make the students understand what they’ve learned better.
2. Pair work or group work to get every students to take an active part in teaching-and-learning activities.
【Teaching Aids】 1. a recorder 2. a computer
【Teaching procedure】
Step1. Lead-in
Task 1. Collect the information Ss have found, and this is a good chance to present new words. If necessary, warming up Ex can work as a guide. At the same time T will display some relevant pictures.
Five rings Aisa Europe Africa America Oceania
Colour Red Yellow Green Blue
IOC International Olympic committee
Headquater Lausanne Switzerland
Motto swifter higher stronger
Present President Jac ques Rogge
Official language English French Spanish Russian German
Host city of Olympics Sydney Australia
Host city of Olympics Athens Greece
Host city of 2008 Olympics Beijing China
Host city of the first Olympics Athens Greece
kinds Winter Olympics Summer Olympics
Purpose: to help Ss get as much background knowledge about the Olympics as possible
Task 2.Group work to discuss any of following questions:
1).Why do so many athletes want to take part in the Olympic Games?
2).Are the Olympic Games important to our society? Why or why not?
Purpose: the activity is designed to get Ss to think about the Olympics as a preliminary activity related to the reading material.
Step2. Reading
Task1.Skimming to find out what is the reading material going to talk about.
Possible answer: the Olympics
Task2. Scanning to find the topic words
Possible answer: the Winter Olympics , the Summer Olympics, the ancient Olympics, the modern Olympics, the Olympic motto, the 2008 Olympics
Purpose: to train Ss to glance through the passage quickly to get a general idea.
Task3. Careful reading to find out the main idea of each paragraph.
Purpose: to train Ss how to find out the main idea of a paragraph.
Step3.Consolidation
Task1. Play the passage through once and ask Ss to underline some words and phrases they think useful.
Task2.Match the new words and their meanings(See WB Ex)
Task3.Fill in a form about the passage
Olympics Year place China’s gold medals competitors
old Greece no female competitors
1st in modern times
23rd
2000
2008 ? ?
Purpose: to have a better understanding of the passage and note some useful words and phrases.
Step4.Discussion
Task1: Group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.
Topic1. What is the spirit of the Olympic Games? What can you learn from it?
Topic2. Do you agree that” faster, higher, stronger” is a good motto not only for sports but also for life in general? Why?
Topic3.Is it important to win in a sports match? Why or why not?
Topic4.Discuss the causes and effects of some serious problems of the Olympics and think of the possible solutions.
Task2: Debate
Hosting the Olympic games is a great honour and a great responsibility. Since china has won the bidding
of hosting the 2008 Olympics, what will the Olympics bring to China, good effects or bad effects.
good effects bad effects
promote the economy costing a large amount of money
make china better known to the world cause disorder to our society
Purpose: to have a further understanding about the Olympics.
Step5.Homework assignment
Write a report based on the debate carried out in class about the good effects and bad effects of the Olympics. And encourage Ss to express their own idea in the report.
Purpose: to cultivate them how to write discussed topics
Teaching procedures of period 3
【Teaching aims】
1. Review the Future Passive Voice.
2.. Enable the students to be able to use the structures in real situations
【Teaching method】
1. Reading method to improve the students reading ability.
2. Doing-drills to get the students to master what they should master.
3. Pair work and group work may enable them to form the habit of cooperation with others .
【Teaching Aids】 a computer
【Teaching procedure】
Step1. Extensive reading (WB)
Task 1. Read the passage and have a discussion about some related questions.
1).What are some problems that unknown athletes have to deal with?
2).Why are the Olympic Games so important to many athletes?
3).Why do stars like Michael Jordan make more money than other athletes?
Task 2.Pair work Compare the sports listed. Are they popular in china? Why or why not?
Sports Popular /not very popular Reasons
Tennis
Soccer
Table tennis
Badminton
Purpose: to know more about sports and the Olympics.
Step2.Speaking
Task 1. China is going to host the 2008 Olympic Games. To make it the most wonderful and successful one, what will be done ? If necessary, T can display two pictures for contrast.
Task 2. As for Ss, being Chinese, what will they do for the 2008 Olympics?
Purpose: to make Ss note the use of Future Passive Voice and Future Active Voice.
Step3. Language focus
Task1. Group work to get a conclusion of the Future Passive Voice and give T more examples.
Structure: Subject+ will be done
Task2. Show Ss a passage about the Olympics, and ask them to change it into passive
voice.(See postscript 2)
Task3. Pair work to ask questions about the passage with what , when, where, how etc.
Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive Voice. Work with their partners and write down the notice. Then report it to class orally.
Next week we are going to clear the school as follows:
Monday--- Classroom Building No.1
Tuesday--- Classroom Building No.2
Wednesday--- the computer center and language lab
Thursday--- the science labs
Friday--- the library
Purpose: to consolidate their understanding about the Future Passive Voice
Step4.Homework assignment
Task1. Finish some consolidation Ex of the Future Passive Voice
Task2. Find out as much information as possible about their favourite sports stars Purpose: to encourage Ss to do what they are interested in
Teaching procedures of period 4
【Teaching aims】
1. Review some useful words in the text.
2. Train the students’ writing ability by writing a profile
3. Improve the students’ listening ability.
【Teaching methods】
1. listening to improve the students listening ability
2. Demonstration method to show the students how to write.
3. Discussion method to make every students have a clear idea.
【Teaching Aids】1. a recorder 2. a computer
【Teaching procedure】
Step1.Listening
Ss will hear something about some sports stars and make their own decision according to what they have heard.
Step2.Speaking
Guessing Game. Check what Ss have got about their favourite sports star.. Ask some Ss to come up to the front to tell what they have found while others guess the names of the sports stars.
Purpose: to work as a preliminary step of writing
Step3.Writing
Task 1.Brainstorming. Ask Ss to think out information about Yao ming as much as possible.
Task 2. Read the profile about Yao ming and find out what are the useful information for writing a profile.
Purpose: This activity is to let Ss find out how to write a profile by themselves.
Task 3. Write similar profiles about their favourite sports stars and check some typical ones in class.
Step4.Homework assigment
Suppose the Chinese Olympic Committee is inviting applications for volunteer jobs for the 2008 Olympic Games and Ss want to apply for the job. Try to write a profile to introduce themselves.
Teaching procedures of period 5
【Teaching Aims】
1. Enable the students to master the useful expressions by making sentences with them
2. Improve the students listening ability
【Teaching methods】
1. Dictation to improve the students listening ability and consolidate the use of some of the phrases they have learnt.
2. Writing to improve their writing ability and encourage them to use their imagination to think about in the future.
【Teaching Aids】 1. a recorder 2. a computer
【Teaching precedure】
Step1.listening
Give students a dictation about the words , phrases and several important sentences
Purpose: to make Ss get used to listening and consolidate what they have learnt in this unit.
Step2.Speaking
Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you think will be done differently. Try to use the Passive Voice as much as possible.
Example sentences:
Eating food I think all food will be turned into juice and chopsticks won’t be used.
Drinking water
Wearing clothes
Building houses
Driving cars
Reading books
…Purpose: to revise the language focus in this unit.
Step3.Reading
Read a complementary reading material about sports and finish the relevant Ex.(See postscript 4) Purpose: to offer Ss further information about sports so that they will have better understanding.
Step4.Writing
Task 1: Group work to talk about the sports as the sample. One member of the group write down what they have got during their discussion and another report what they have written down.
Sport: Soccer Objective: Shoot the ball into the other Team’s goalNumber of players: Two teams of eleven players:ten outfielders and a goalkeepersSports field: Grass playing fieldEquipment: Football,two goalsBasic rules:1. Players are not allowed to use their hands.2. … Sport: Table tennisObjective:Number of players:Sports field:Equipment:Basic rules: Sport:Objective: Number of players:Sports field:Equipment:Basic rules: Sport:Objective:Number of players: Sports field:Equipment:Basic rules:
Task 2: Write a short essay in which you compare two sports
Step5.Homework Assignment
Task1: Since Ss have learned the whole unit, they must know more about sports. After class, ask Ss to find some scenes which have make them moved and tell us the reasons.
Purpose: This activity is designed to check what Ss have learned from this unit
Task2: Assessment
Purpose: to help Ss to reflect on how and what they have learned from this unit
Through the whole unit a good many different kinds of assessment have been presented in the form of listening, speaking, reading and writing. But as a whole unit, I design such two forms to let Ss clearly know their own performances.
Form 1: (total score 5)
listening speaking reading writing
Self assessment
Peer assessment
Teacher assessment
Form 2: set improvement goal
Your name Date
a. What were your goals for this unit?
b. Did you reach your goal?
c. What different ways of learning did you use?
d. Which did you like best?
e. What your goals for the next unit?
f. How do you plan to reach them?
g. Will you ask some of your classmates for ideas and try new ways of learning?
The Olympic Games
Our country will
1. It will be sent into space so that anyone who finds it will understand who we are.
1)这是一个较为复杂的句子。其中在so that引导的目的状语从句中，又含有一个由who引导的定语从句（who finds it）修饰
“anyone”和另一个由 who引导的宾语从句。
2)so that(= in order that)在引导目的状语从句时，意思是“目的为了、以便使得”。在引导结果状语从句时，意思是“结果；因此”。
It rained hard last Sunday so that we had to stay at home all day.
上星期天雨下得很大，因此我们不得不在家呆了一整天。（结果状语从句）．
Please speak clearer so that we can understand you.请说得再清楚些，以便我们能听懂你的话。（目的状语从句）
注意：“so…that…”表示“如此……以致于……”，后跟形容词或副词原级，引导结果状语从句。如：
The problem is so difficult that I can't work it out.这道题太难，我做不出来。
2. selects choose 与pick out 的区别
三者都有“选择”之意，但它们的语意各有侧重。select是“精选”之意，指有目的地、认真地按照一定标准在一些人或东西中选出一些好的，弃掉一些差的；choose使用范围广，通常指在所提供的对象中，凭个人的判断力进行选择，意为 “挑选出来”，而不强调“精选”；pick out比较口语化，指按个人喜好或希望进行挑选，有“仔细挑选”的意思。
You can choose any book you like.你可以选择你喜欢的书。 We must select some for seeds．我们要选一些做种子。
We must select some for seeds.请选出你最喜欢的邮票。
3．represent的用法
represent是动词，有“代表;（画面）描绘; （符号等）表示”之意。如： Our headmaster could not go to the meeting, so Mr Smith represented him.我们的校长不能去参加会议，所以史密斯先生代表他去了。
The sign “&” represents the word “and” .符号＆代表单词“and”之意。
This painting represents a storm of sea.这幅画描绘了海上风暴的景色。
［短语］represent oneself as自称； be representative of代表，表示
4. living, alive, live 与 lively 的区另
它们都可用作形容词，都和“活着”有关，但用法上不尽相同。
1) living主要用作定语，修饰人或物均可，常置于所修饰的名词之前，有时也置其后。它还可用作表语。如：
She is regarded as one of the best living presidents at present.她被看作是当今最好的总统之一。
2）alive是形容词，意思是“活着的；存在的”；为表语形容词，既可指人；也可指物，常和 living互换；作定语时，应放在所修饰的名词之后。如：Who is the greatest man alive?谁是当今活着的最伟大的人？
He died in the accident, but his driver was still alive / living.在车祸中他死了，但他的司机仍然活着。
She must be still alive．她一定还活着。
3）live可用作形容词，表“活的，有生命的”，作定语时常放在所表示物的名词之前，一般不指人。如：
Look ! The cat is playing with a live mouse.瞧！这猫在耍弄一只活老鼠。
注意：live还可以表示“（广播等）现场直播的/地，实况转播的/地”，用作形容词或副词。如：
It wasn't a recorded show; it was live.这不是放录像节目，这是实况转播。
4) lively意思是“活泼；活跃；充满生机的”，用作定语或表语，既可指人，又可指物。
The professor had a strange way of making his classes lively and interesting.那教授有一种奇特的方法使他的课生动有趣。
I feel everything here is very lively.我觉得这儿一切富有生机。
5.include, including ，included和contain的区别
1) include只能用作及物动词，意思是“包括；包含”。它侧重指包含者是整体的一部分。如：
The book includes two chapters on grammar.这本书有两章关于语法的。 The list includes many new names.名单上有许多新名字。
2）including是现在分词，在许多情况下用作介词，后面可直接跟宾语，含有补充说明之意。如：
Thirty passengers were hurt, including 5 children.三十个人受伤，包括五个孩子。
3）included是过去分词，在表示“包括……在内”时常放在被修饰的名词或代词之后，起着“补充说明”的作用。如：
They will send you the book for $ 15, postage included他们将把此书寄给你，单价15美元，包括邮资在内。
4）contain也有“包含；含有”的意思。它指包含者是某物的组成部分（或内容）。如：
Orange juice contains things which help keep you healthy.桔汁里含有有益于健康的东西。Sea water contains salt.海水里含有盐.
6.Where there is a river, there is a city.凡有河流的地方，必有城市。
where在句中用作连词，意为“在（到）……的地方”，用来引导地点状语从句。
We should go where we are most needed by the Party.我们应该到党最需要我们的地方去。
Where there is life, there is hope.留得青山在，不怕没柴烧。（直译：哪儿有生命，哪儿就有希望。）
Make a mark where you have any doubts or questions.在你有疑问的地方做个记号
注意： l）where在用作关系副词时，常用来引导定语从句，并在定语从句中作状语。如：
This is the house where I lived two years ago.这就是我两年前住过的地方。
2）where作连接副词时，常用来引导不定式或名同性从句。如：
I can't decide where to go for our holiday.我决定不了去哪儿度假。 Where they have gone is not known yet.他们去哪儿了尚不清楚。
7. It is true that many of the world's greatest cities have been built on the banks of a river.确实，世界上许多大城市都是建在河畔上。
英语中“It + be + adj. /p.p. + that…”是一个很重要的句型。这里的“it”叫形式主语，真正的主语是“that”引导的从句。如：
Is it true that the scientist will give us a lecture next week? 这位科学家下周来给我们讲课，这是真的吗？
It is said that at least ten buildings will be built soon in our city.据说我市不久要至少建十栋大楼。
8.try to do sth., try doing sth. 与manage to do sth.的区别
try doing sth．是“试着做某事”。try to do sth．是“设法去做”（但不涉及是否成功）。manage to do sib．意思是“设法做成某事”，（强调结果，相当于 succeed in doing sth）。如：The box is very heavy, but I can manage to carry it.箱子很重，但我能扛起它。
I tried to persuade him to go to school again，but he wouldn’t．我尽力说服他重返校园，但他不愿意。
9.lay in pieces on the ground破烂不堪地散落在地上
这里的lay是lie（躺；位于；处于某种状态）的过去式，使用时要注意下面的词形变化：
lie、lied、lied、lying说谎；撒谎 lie、lay、lain、lying躺；平躺；位于 lay、laid、laid、laying摆放；产卵
He lied to his parents, so they didn't like him.他欺骗了父母，所以他们不喜欢他。
She shut the door and left the room with a lot of books lying on the ground.她关上了门，离开了房间，地上摆满了书。
10. do everything (all/ what ) sb. can to + v. 尽力做某事
句型中的动词不定式（to＋v）用作目的状语。使用该句型时，要特别注意不要受情态动词“can”的影响而省去了“to”。如：
I'll do all I can to finish the work. I'll do everything I can to finish the work.
I'll do what I can to finish the work. 我会尽力完成任务。
11. be used to do sth., used to do sth. 与 be (get / become)used to doing sth.的区别
be used to do sth．意思是“被用来做什么”，是 use的被动语态，to do sth作目的状语。used to do sth．表示“过去常常做某事（但现在不做了）”。be（get become）used to doing sth．表示“习惯于干某事”，是系表结构。used是形容词，to用作介词，后跟名词或动名词。The wood is used to make desks and chairs.木头被用来做桌子和椅子。My grandmother used to dance a lot when she was young.我祖母年轻时经常跳舞。He has become used to living in the countryside.他已习惯于生活在农村。
12.missing与lost的区别
这两个词都可以表示“丢失；失去”等意思，但含义和用法不同：missing表示“已不在适当的或所期待的位置”，强调应该有、而缺少。lose表示“丢失”之意，语气较强，一般指某物丢失，不易找回来了。如：On the table there is a book with two pages missing.桌子上有本少了两页的书。They are looking for the missing / lost child who lost his parents when he was a child,他们正在寻找失踪的孩子，这孩子小时候就失去了父母。
13. damage, destroy, harm 及 hurt 的区别
这几个词都有“伤害”的意思，但含义和用法不同：damage“损失＂，主要用于物，表示部分的损失，一般可以修复。destroy“毁灭；消灭”，指通过某种有力的或粗暴的手段使之毁灭或无用，一般不能或很难恢复。Harm“伤害；损害”，常用于口语，指“肉体、精神、健康”等方面均可。 hurt主要指精神上或肉体上的“创伤；伤害”。如：The earthquake destroyed the whole city.地震毁了整个城市。They managed to repair the houses that had been damaged.他们设法修复了受到破坏的房子。Smoking seriously harmed your health.吸烟严重损害了你的健康。His words hurt my feelings.他的话伤了我的感情。
14．“make+宾语+宾补”结构用法小结
make在表示“使得、让”之意时，常用“make+宾语+宾补”的结构；宾补可为：形容词、不带to的不定式。名词、过去分词。如：He tried to make us ho．他设法使我们高兴。 What makes you think so？什么使你这样想呢？ We made her our team leader．我们选她当队长。 He soon made himself understood．他很快使别人懂得了他的意思。
【语法点评］ 现在完成时被动语态的用法
现在完成时被动语态由“has／have＋been+及物动词的过去分词”构成，使用时要注意以下几点：
1) 只带有一个宾语的动词变为被动语态时，将主动语态的宾语变为被动语态的主语。
主动：We have built many house in the past ten years. 被动：Many houses have been built in the past ten years.
注意：有些表示状态的及物动词不能用于被动语态。如： I have had many books．（√）
Many books have been had by me.（x）
2) 带有双宾语的动词，如：give，send，bring，take,，show，tell，make, sing，write，read, sell，buy，ask，pay，horrow，lend，offer，hand，pass，get，promise等，变为被动语态时，可将其中一个宾语变为主语，另一个保留不动。如：
主动： I have given him the book．被动： He has been given the book．被动： The book has been given（to）him．
注意：带有双宾语的动词在由主动语态变为被动语态时，一般都是把表“人”的宾语（间接宾语）变为主语。
3)带有复合宾语（宾语十宾语补足语）的动词变为被动语态时，只能将宾语变为主语，原来的宾语补足语仍留在原处，改称为主语补足语。原来为省略to的不定式作宾补的，主动语态中要用带t。的不定式。如。
主动：I have given him the book. 被动：He has been given the book.
主动：I have asked him to help you. 被动：He has been asked to help you.
4）短语动词变为被动语态时，要注意保持短语动词的完整性，动词后面原有的介词或副词切不可遗漏。如：
主动：I have made him work hard. 被动：He has been made to work hard.
主动：He has referred to the book. 被动：The book has been referred to (by him )
He has thought of a way of doing it. (√ ) A way of doing it has been thought of. (√ ) A way has been thought of of doing it. (√ )
A way has been thought of doing it. (x )
5）由主动语态变为被动语态时，还要注意主谓一致。如：
主动：He has written three novels. 被动： Three novels have been written (by him) .
2. While still a student, she played roles in many plays. 还在上小学时．她就在许多戏剧中扮演角色。
(1) While still a student & While she was still a student的省略形式。如果复合句中的状语从句用了“主语十 be十名词（形容词，分词）”结构，且主从句主语一致（或从句主语是it）时，可省略从句主语和动词be，而只保留从句中的其他部分。又：
Water will boil when heated. 水加热就会开。（省略了 it is）
I'11 repeat it several times, if necessary. 如果有必要，我可以重复好几遍。（省略了 it is）
(2) play roles/a role扮演角色，起作用。如：Keanu Reeves played leading roles in many films. 基努’里维斯在许多电影中扮演主角。
He played an important role in the research. 他在研究中起了重要作用。
3.During the 1980s and 1990s she won many more prizes在二十世纪八十年代和九十年代，他获得了更多奖项。
l）年代的表示法：the加上整十位数的复数形式 ( twenties 20s/20's; thirties 30s/30' s; forties 40s/40' s; fifties 50s/50' s :
These books were written in the 1830s( 1830's) . 这些书写于十九世纪三十年代。
某人“几十几岁的表示法：物主代词his，my，her，their等加上整十位数的复数形式。如：
He went to America for further education in his twenties. '他二十几岁时去美国深造。
2) many more和much more的区别
many more修饰复数名词much more修饰不可数名词。如：I have many more books than you. 我的书比你的多得多。
much more用于修饰多音节形容词或副词，还可用于修饰不可数名词。如：
This park is much more beautiful than that one. 这个公园比那个公园漂亮得多。
He has made much more progress this year than last year. 他今年的进步比去年大得多。
4.marry, get married 和 be married表结婚
Dmarry可作及物动词，后面直接接宾语；也可作不及物动词，后面常跟副词。如：
She/He is going to marry a doctor. 她／他将和一个医生结婚。 He married late. 他结婚晚。 She married well. 她嫁给了一个有钱人。
get married 和 be married为系表结构，后要加介词 to才能跟宾语。如：She was married to an English man. 她同一个英国人结了婚。
He got married to a friend of mine last year. 去年他和我的一个朋友结了婚。
2)marry,get married均表瞬时动作，不能与 for…／since等“段时间”连用。 be married表示状态，可与“段时间”连用。
如：他们结婚三十年了。 误: They have married (got married) for thirty years. 正: They have been married for thirty years.
5.This film quickly made him famous. 这部电影使他很快成名。
make在此为使役动词，意为“使（做某事）”；‘驶（成为）”。其宾语后要接补足语。补足语可为：形容词、过去分词、名词、省略to的不定式。
1)make十宾语十形容词。如：We are doing our best to make our country even stronger. 我们在努力使我们国家更加强大。
2)make十宾语十过去分词。如：He spoke slowly in order to make himself understood. 他讲得很慢，以便大家能够听懂。
3)make 十宾语十名词（短语）。如：They made him their team leader. 他们推选他当了队长。
4)make十宾语十动词原形。如：They made me do it. 他们让我做那件事。
注意：如本句型用于被动语态，不定式前必须加to。如上句的被动语态为：I was made to do it.
6.reason后的定语从句和表语从句的引导词。That 's the reason why (that, for which ) she left home.
l）定语从句：引导词在从句中作状语时，用why，that或for which 引导；作主语或宾语时，用that或which引导。如：
That 's the reason that / ( which ) he explained to us. 那就是她离家出走的原因。（作状语）
2)reason 作主语时，其后的表语从句用that引导（不可错用成 because）。如：
His health is getting worse and wore. The reason is that he drinks too much. 他的健康越来越差，原因是他喝酒太多。
7.dream的用法
1）dream是可数名词，意为“梦”时，后跟about短语作定语；意为“梦想，愿望”时，后跟of短语作定语。如：
I had a dream about some elephants last night. 我昨晚梦见了一些大象。
His dream of visiting Beijing has come true. 他去北京的愿望实现了。
2)dream 作动词时，意为“做梦，梦见”，有以下三种用法:后跟同原名词作宾语;后跟of或about引起的介词短语;后跟that从句
He dreamed a bad dream last night. 他昨晚做了场恶梦。 I often dreamed of (about ) you. 我常梦见你。
I dreamed that I could fly. 我梦见我能飞翔。
3) 表示“想到”、“向往；渴望”时，后跟of短语。如：I never dreamt of seeing you here. 我没想到会在这儿见到你。
We dream of peace. 我们渴望和平。
8. “be十不定式”的用法
1）主语为 dream， wish， idea， job，work， duty ，plan等名词时，“be to do”是系表结构，表示主语是什么。不定式表示的动作在渭语动词之后发生。如：His wish was to be a teacher．他的愿望是当一名老师。
Their plan is to finish building the house within a week. 他们的计划是在一周内完成这房子。
2）主语是“人”时，“be to do”表示主语（计划、安排）干什么。如：
I'm to meet him at the station. 我将到火车站接他。 They are to be married. 他们将要结婚。
9. by the sea 和 by sea的区别。
by the sea意为“在海边”; by sea意为“乘船，走海路”。如：
Some children are playing by the sea. 一些孩子在海边玩。 We went to Japan by sea. 我们乘船去日本。
10.take off“脱掉”；“起飞”；“很快上升”
John took off his hat as he entered the room. 约翰一边进屋子，一边脱下帽子。
The plane took off at 9 a.m. this morning. 那架飞机今晨九时起飞。
Sales of home computers have taken off in recent years. 家庭电脑的销售量近年来上升很快。
11.afraid的活用:
1)be afraid of +只作表语（一般不作定语），常用于以下句型：
be afraid of+名词／动名词（常担心不良后果，尤其是用于某事的发生是出乎以外的，或这事的发生不是我们所希望或乐意的，这时只能用 be afraid of doing）。如：I'm afraid of dogs. 我害怕狗。 He was afraid of failing in the exam. 他害怕考试不及格。
I'm afraid of making mistakes when I speak English. 我讲英语时总是怕出错。
2)be afraid to do常指害怕而没胆量去做 He was afraid to go back home alone in the evening. 晚上他害怕独自回家。
3)be afraid for“为……担心”。如：I'm afraid for your health. 我为你的健康担心。
4)be afraid that意为“认为，恐怕”等，用于有礼貌地表达可能令人不愉快的信息。如：I'm afraid that we can't come. 恐怕我们不能来。
12.way的几种后置定语形式。
This is the best way to improve our English. 的后置定语有以下几种形式：
l）以不定式作定语。如：There is only one way of doing the work well. 这是提高我们英语水平的最好方法。
He was pleased with the way she had accepted his gifts. 只有一种能把这件事做好的方法。
13.in the end和 at the end的区别
1) 表示“最终”、“终于”时，两者之间没有明显区别，通常可以互换。如：
In the end/At the end we find out the secret. 我们终于发现了这个秘密。
I hope everything will turn out all right in the end/at the end. 我希望最终一切都会顺利。
2)at the end后面常接 of介词短语，表示“在……的尽头；在……的末端”。In the end 的后面不能跟 Of短语。如：
At the end of the road you will find the hospital.在这条路的尽头，你会找到那家医院的。
I went to Paris at the end of last year. 我去年年底去了巴黎。
8. owe的多重含义
1)owe既可作“欠钱”、“负债”解，又可作“感激”、“感谢
Teaching Goals:
1. to talk about friends;
2. to practise talking about likes and dislikes;
3. to learn to make apologies;
4. to be able to use Direct Speech and Indirect Speech(statements and questions);
5. to write an e-mail
Teaching Key points:
1. to grasp some patterns about likes and dislikes;
2. to learn to use Direct Speech and Indirect Speech;
3. to learn to write an e-mail
Teaching difficult points:
1. to grasp some changes when using Indirect Speech;
2. to write an e-mail;
3. to learn to use the following phrases:
1) nor do I like computers
2) enjoy doing/ be into doing
3) so + auxiliary + subject
4) hunt for
5) make fire
6) in order to
7) be fond of
8) go outing
The First Period
Teaching Aims:
1. to talk about friends by using some relevant words;
2. to complete the listening practice and show their own opinions;
3. to discuss who could be good friends to them
Teaching procedures:
Step One Warming up
1. say greetings to the students;
2. introduce myself to the class;
I come from….; I have been working here for….; We are in the same new class and I want to be your good friend.
3. ask questions:
1) Do you have any old classmate or friend in our class?
2) Why do you like him or her?
4. ask the Ss questions:
What should be a good friend be like?
What qualities should a good friend have?
Teach the new words:
honest, brave, loyal, wise, handsome, smart,
modest, polite, open-minded, introverted, outgoing, optimistic, generous, active, aggressive, amiable, careful, confident, cooperative, creative, disciplined, friendly, hard-working, humorous, ……
5. work in pairs. The Ss describe themselves in three words and then describe one of their friends.
I think I am ……../ I think he/she is …….
Step Two Listening
1. If two persons are friends, does that mean they always have the same opinions?
Of course not, sometimes they argue about something, listen to the two friends arguing and write down the contents.
1) Situation 1 _________
2) Situation 2 _________
3) Situation 3 _________
2. ask the Ss to think what they should do to solve their problems.
Step Three Speaking
1. read through the short passages and fill in the form in pairs.
Name John Steve Peter Ann Sarah Joe
Age 15 14 15 16 14
Gender boy boy boy girl girl boy
Likes football, reading skiing
reading, singing, singing, rock music, computers dancing,
computers,
rock music, reading novels, football, singing computers,
rock music,
skiing
Dislikes singing, computers,
rock music hiking,
rock music, football football,
classical music, dancing hiking,
classical music,
reading rock music,
dancing,
computers football,
hiking,
2. Language points:
1) I don’t enjoy singing, I don’t like computers either.
---I don’t enjoy singing, nor do I like computers.
He doesn’t like its size, he doesn’t like its colour either.
---He doesn’t like its size, nor does he like its colour.
David isn’t here, and neither/nor is Sarah.
I can’t swim. Neither/nor can he.
2) Rock music is Ok, and so is skiing.
--- Rock music is Ok, and skiing is Ok too.
He likes singing, and I like dancing too.
--- He likes singing and so do I .
when we say the same things also happens to sb. or sth. Else, we can use such a pattern: So + be/have/do/does/can….+ subject
a) I am a student. He is a student, too. ---- So is he.
b) I study at the school. He studies at the school, too. ---- So does he.
c) I came to school yesterday. He came here yesterday, too. ---- So did he.
Compare:
I asked him to call me again. And so he did.( In fact he did as I asked him to)
3) be fond of ….
He is fond of ice cream/ his father/ playing football
4) be into….=be deeply interested in …
Her brother is deeply into computers.
2. Discussion: decide who could be their good friends and give reasons.
Use the following useful expressions:
1) I’m sure that A could be my friend. / I’m not sure that …./ I think that …./ Perhaps…..
2) He(She) likes/ enjoys/is fond of / is into…/loves…
3) doesn’t like…/dislikes…/hates…./ ….is boring(terrible)
Step Four Workbook
1. do listening practice on page 85
2. ask the students if they have other good solutions.
3. do talking practice on page 85 using the following expressions:
Why did you…/Why didn’t you …? You said you would …./You promised to…
I’m very sorry. /Please forgive me. /It won’t happen again. /I forgot.
4. ask the Ss to act out the situations with their partners.
Step Five Assignments
Write a short passage about your good friend.
1) What qualities does he/she have?
2) What does he like or dislike?
3) What interesting story do you have about your friend?
The Second Period
Teaching Aims:
1. to promote the Ss’ abilities of reading comprehension;
2. to discuss the important meaning of friendship;
3. to learn to use the following phrases:
1) hunt for 2) make fire 3) in order to 4) care about 5) treat …as…
Teaching procedures:
Step One Revision
1. check the answers with the Ss.
2. ask the Ss to report what they wrote about their friends
3. revise the useful expressions:
1) neither/nor/so + auxiliary + subject
2) be fond of…. 3) be into…..
Step Two Pre-reading
1. discussion: Imagine that you are alone on an island and you have to survive without friends and all the things you use in your everyday life.
Teach the new words: matches, mirror, frying pan, hammer, saw, umbrella, rope, compass…
2. ask the Ss to list the three most useful items and explain why they would be useful.
Try to use the following:
I think that ……would be the most useful, because I could use it to…..
Step Three Reading
1. ask the Ss to read through the passage quickly and find the answer to this question:
Who is Chuck’s friend? ----Wilson ( a volleyball)
2. the Ss read the passage again and answer more questions:
1) What things must Chuck learn to survive on the island?
2) What does Chuck learn about himself when he is alone on the island?
3) Why do people think that friends are teachers?
Step Four Key points
1. play a man /play a part(role)/ play football/play the tape
2. send mail
3. when = and then
1) I was working in the garden when suddenly I felt a pain in my stomach.
2) He was about to go out when the telephone rang.
Compare: He was writing when I went home.
4. hunt for food/jobs
Many school-leavers go to the south to hunt for jobs.
5. make fire
He began to make fire to keep the house warm.
6. in order to..
1) In order to make a living, he had to work at an early age.
2) He got up early in order to catch the first bus.
7. be a good friend to sb.
be a servant to sb.
8. treat sb. as…
She treats the boy as her own son.
9. care about/make friends with../share happiness and sorrow
Step Five Discussion
1. if you were alone on an island, what would you do in order to survive?
2. Imagine that four people are in an airplane that is going to crash( a policeman/a doctor/ a teacher/ a scientist), but there is only one parachute. Decide who should get the parachute and explain why.
Step Six Consolidation
1.( Page 4)ask the Ss to do word study.
2. check the answers with the Ss.
Step Seven Workbook
1. (page 87) listen to the tape and do the vocabulary exercises
2. the Ss do Part 2 orally.
Step Eight Assignments
1. read the passage frequently
2. translate part 3 (page 87) into English.
The Third Period
Teaching Aims:
1. to learn the grammar “Direct Speech and Indirect Speech(1)”---statements and questions.
2. to grasp the changing rules about tenses, pronouns ,adverbs and so on.
Teaching procedures:
Step One Revision
1. check the homework.
2. revise the following phrases:
send mail/ hunt for/ in order to/ treat…as…./care about/share happiness and sorrow/ make friends with/learn from/be quick in mind and action
Step Two Presentation
1. ask one Ss to make a sentence with “be fond of”
S: I am fond of playing football.
T: What did he day?
S: He said that he was fond of playing football.
Present the two sentences on the blackboard.
---- He said: “I am fond of playing football.”
---- He said that he was fond of playing football.
2. ask the Ss to compare the two sentences and introduce Direct and Indirect Speech to the Ss. And ask the Ss to find the difference between them.
1) tenses: ________ 2) pronouns: _______ 3) word orders: No (statements)
3. Give the Ss more examples:
1) “I don’t like computers,” Sarah said to her friends.
---- Sarah told her friends that she didn’t like computers
2) He said “I’m using the knife”
---- He said that he was using the knife.
3) She said “I have not heard from him since May”
---- She said that she had not heard from him since May.
4) He said, “ I came to help you.”
---- He said that he had come to help me.
5) Zhou Lan said “I will do it after class.”
---- Zhou Lan said that she would do it after class.
The Ss make the conclusion about the changes of tenses.
Notice:
1) He said that the earth turns around the sun.
4. Direct and Indirect Speech about questions:
1) Examples:
Peter asked: “Ann, have you seen my blue notebook?”
-----Peter asked Ann if/whether she had seen his blue notebook.
Practice:
Steve asked: “Does Kate like football?”
----Steve asked if/whether Kate liked football.
3) Examples:
“How can you do that?” Mary said to Ann.
----Mary asked Ann how she could do that.
“What difference does it make?” Peter asked Jim.
----Peter asked Jim what difference it made.
The Ss find out some rules about questions.
Step Three Practice
1. Give the Ss examples:
1) “ I will never forget this interesting lesson,” said Paul.
---- Paul said that he would never forget that interesting lesson.
2) Steve told Joe that he liked skiing.
---- “ I like skiing,” Steve said to Joe.
2. The Ss do the following on page 5 in pairs.
3. Check the answers with the class.
4. The Ss do Part 2 on page 5 in pairs and then check the answers.
Step Four Workbook
1. Do the grammar exercises on page 87 orally.
Step Five Assignments
1. Do the grammar exercises in their exercise books.
The Fourth Period
Teaching Aims:
1. to revise the language points the Ss have learned;
2. to get some feedback from the Ss.
Exercises for Ss:
一. 句型转换:
用neither(nor) 转换下列句子:
1. He doesn’t enjoy singing, and he doesn’t like dancing either.
----He doesn’t enjoy singing, nor _________________________.
2. Sarah didn’t watch TV, and she didn’t listen to music either.
----Sarah didn’t watch TV, ______________________________.
3. He can’t speak French, and he can’t write French either.
----He can’t speak French, __________________________.
4. I can’t speak French. He can’t speak French either.
--- I can’t speak French. __________________________.
5. We haven’t been to Beijing. They haven’t been there either.
---- We haven’t been to Beijing. ________________________.
用so 转换下列句子:
1. Sarah is beautiful. Her sister is beautiful too.
---- Sarah is beautiful. So __________________.
2. I like rock music. He likes music too.
--- I like rock music. ______________________.
3. I came to school yesterday. He came to school yesterday too.
--- I came to school yesterday. __________________.
完成句子:
6. A good friend is _______ _______ _______ me a lot. (教我许多知识的人).
7. I like Italy, _________ _______ _________(尤其在夏天).
8. _______ _________ _______ (我的爱好是) reading and writing.
9. His sister ________ _______ ________(爱好) singing.
10. He doesn’t enjoy ________ ________ ________.(网上冲浪).
11. Joe’s brother _________ __________.(不喜欢徒步旅行).
12. Her two children are _______ _______. (对艺术深感兴趣)
13. I dislike playing football. _______ ______ ________.(他也是这样).
二. Reading comprehension:
On the evening of June 21, 1992, a tall man with brown hair and blue eyes entered the beautiful hall of the Bell Tower Hotel in Xi'an with his bicycle. The hotel workers received him and telephoned the manager, for they had never seen a bicycle in the hotel hall before though they lived in “the kingdom of bicycles”.
Robert Fried Lander, An American, arrived in Xi'an on his bicycle trip across Asia which started last December in New Delhi, India.
When he was 11, he read the book Marco Polo and made up his mind to visit the Silk Road. Now, after 44 years, he was on the Silk Road in Xi'an and his early dreams were coming true.
Robert Fried Lander’s next destinations were Lanzhou, Dunhuang Urumqi, etc. He will complete his trip in Pakistan.
( )1. The best headline for this newspaper article would be ______
A. The kingdom of Bicycles
B. Beautiful Hotel in Xi'an
C. Marco Polo and the Silk Road
D. An American Achieving His Aims
( )2. The hotel workers told the manager about Friedlander coming to the hotel because__________
A. he asked to see the manager.
B. he entered the hall with a bicycle.
C. the manager had to know about all foreign guests.
D. the manager knew about his trip and was expecting him.
( )3. Friedlander is visiting the three countries in the following order;________
A. China, India and Pakistan
B. India, China , and Pakistan
C. Pakistan, China, and India
D. China, Pakistan, and India
( )4. What made Friedlander come to China?
A. The stories about Marco Polo
B. The famous sights in Xi'an
C. His interest in Chinese silk
D. His childhood dreams about bicycles.
( )5. Friedlander can be said to be _________
A. clever B. friendly
C. hard working D. strong-minded
The Fifth Period
Teaching Aims:
1. to go through the checkpoint and revise the language points in this unit.
2. to write an e-mail.
Teaching procedures:
Step One Revision
1. check the homework with the class.
2. go over the changes in Indirect Speech.
this _____ these ______ now ______ today ______
yesterday _______________ tomorrow _____________
here ________ come ________ bring _________
Step Two Checkpoint
1. go through the checkpoint
2. Make some conclusions to the Ss
1) We usually change the verb tenses and pronoun forms
“I broke your CD player.”
---- He told me that __________________________
2) If Direct Speech is a question, we sometimes need to change the word order.
“Are you sure you didn’t do anything to this?”
---- He asked _____________________________.
3) We do not change the tense when reporting things that are always true.
“A friend in need is a friend indeed.”
---- Mother told me that ____________________________.
Step Three Reading & Writing
1. The Ss read through the first part and answer:
What is an e-pal? e-pal =key pal (a pen friend on the internet)
2. the Ss read the following e-pal ads.
1) click it away = send away an e-mail
2) joke around = joke here and there
3) have fun = play
4) drop sb. a line = write sb. a letter
3. give the Ss some tips about writing an e-mail:
1) write the topic of your message on the subject;
2) keep your email as short as possible;
3) check your email for errors;
4) write your name at the end of your message.
4. the Ss write an email to one of them
5. the Ss check their writing in pairs.
Step Four Assignments
1. Do the writing on page 90 in their exercise books
2. Do the reading practice on page 88.
The Sixth Period
Teaching Aims:
1. to revise the words and phrases
2. to revise the grammar item.
3. to get some feedback from the Ss.
Exercises for Unit One
一. 用所学的单词填空:
1. People think that dogs are very _______ to their masters.
2. The boy is very young, but he was so _______ that he jumped into the river and saved the girl.
3. The man is so ________ that he can lift the huge stone.
4. An ________ man is someone who often tells the truth.
5. His brother is very _________. He usually makes us laugh.
6. He is a ______ man and he has a good knowledge.
7. The man is very _______ and he gives money to the poor.
8. The actor in the film is so _______ that the young people like him very much.
二. 句型转换:
1. I think that a good friend should give me help.
---- A good friend is someone _______________________.
2. I think that a good friend should teach me a lot.
----A good friend is ______________________________.
三. 用所给的词或短语正确形式填空:
realize be into hunt for desert lie
match adventure honest brave loyal
1. There are some ________cities in the deep heart of Gebi Desert.
2. To be _______ with you, your problem is that you are thinking too much about yourself.
3. We made fire very easily because I took along a box of ________ with me.
4. He has just given up all games, and now ______ computer games.
5. Would you like to listen to my exciting _________ in the wild forest?
6. The fan is still _____ to the team though they have lost many matches.
7. You should believe in Jenny’s honestly. She never tells ________.
8. I ________ that I am completely wrong.
9. I _______ my sports shoes everywhere, but I can’t find them.
10. Don’t be frightened. You should be _______ next time than this time.
四. 阅读理解:
These people, getting ready to travel across the desert to look for a new place to live in, must water their camels. The camel driver tries to get each camel to drink as much water as possible because the little water that these people take along will be needed by themselves.
A very big camel can hold more water than some cars can hold gasoline. That's why the camel can go for many days without having to drink. It's a good thing that camel can do this, because it may have to in the great , dry desert.
Nomads(游牧民) never keep their homes in one place very long. They're always moving. That's what nomads are - people who wander around instead of living in one place.
Every time the Arab nomads set out across the hot, sandy desert, it is a new adventure. They must find food for the animals, or the animals will die.
( )1. The water the camel has drunk can be enough for _______
A. only one day B. some time C. about a month D. a moment
( )2. People who move their homes here and there are called_________.
A. Arabs B. nomads C. camel drivers D. adventures
( )3. Camels drink as much water as possible before going to another place because _________
A. the drivers will need water B. they are thirsty
C. they will cross great, waterless desert D. they are animals
( )4. To those who travel across the hot and sandy desert, the travel is __________.
A. hard and dangerous B. an interesting thing
C. something new D. pleasant and exciting
( )5. The nomads wander from one place to another because______.
A. they want to train their camels B. they are used to such a way of life
C. they have to feed their camels D. they want to look for better jobs
Teaching Aims and Demands
Words and Phrases
Four Skills: inspire admire generous mean threaten bottom optimistic regret extreme extremely climate value pianist bother promise graduation around the corner die down come to terms with
Three Skills: cheers tense dull dishonest champion mile stormy workday somehow shelter kindergarten hardship scholarship bear fame
Spoken English:
Describe people
She seems tome to be the kind of woman who …
The impression she makes on me is …
I think she is the kind of person who …
She could be … She looks as if …
She might be … You can see that …
People like her… She doesn’t seem …
Grammar:
Subject-verb agreement
(1) The boy’s team has some good players, but the girl’s is a better team.
(2) My dog team weren’t with me to pull the sled.
But changes were just around the corner.
Use of Language:
Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have known. Learn the text Alone in the Antarctica and Oprah Winfrey. And get the students to fell the power within women, therefore, form the idea of respecting women.
Important points: to get the students to learn something about Subject-Verb Agreement.
Difficult points: The use of Subjective agreement
Teaching aids: Computer, tape-recorder
Way of Teaching: 交际法教学
Lesson1
Step 1 Warming Up
First ,say something about women in the world.
Women from all nations have made outstanding contributions to the world. Some of them have proved to be excellent scientists. Artists, explorers ,even generals. Although muce has been done to give women equal rights and opportunities, women still face a lot of difficulty carving out a place for themselves. Now we will get to know some great women, whose qualities and characteristics can inspire us.
Step 2 Presentation
Show the students pictures on the text. Ask some questions about those women, or give some clues for them to guess who they are.
Note: Song Qingling (1893-1981) married Dr Sun Zhongshan in 1915. she was the vice-president of the People’s Republic for many years. She busied herself with various welfare activities, ranging from heading the Women’s Federation to a number of committees involving children.
Maria Curie (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radio-active materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.
Pearl S. Buck (1892-1973) was born in the USA but grew up in Zhejiang Province after her parents moved to China in 1895. she first learnt Chinese and was later taught English. From 1910 to 1914 she studied in America and then returned to China. In 1931 she wrote her best-known novel, The Good Earth. She won the Nobel Prize for Literature in 1938.
Mother Teresa of Calcutta (1910-) was a world-famous Catholic nun. For more than 30 years she took care of people who were often mentally or physically disabled. She was awarded the Nobel Peace Prize in 1979. In , she was honoured with the name of Blessed Teresa.
Step 3 Listening
Listen to the tape and answer the questions.
Step 4 Speaking
Tell your opinion that you think what women should do ---stay at home or go to work.
Step 5 Homework
Prepare a short passage for tomorrow as an oral report.
Lesson2
Step 1 Revision
Get one or two students to give their reports.
Step 2 Presentation
First show the students some pictures of Antarctica in order to arouse the student’s interest there.
Then ask some questions about the lonely continent.
1. Imaging if you are traveling alone to the South Pole. What will you take with you? Why?
2. Can you name out some typical animals or plants there?
3. tell out the animals on the picture which animals live on the North Pole? And which on the South Pole?
Step 3 Reading
Students read the text fast to find the answer to the questions in the part --- Post-Reading.
The answers are: 1. B 2. B 3. B 4. D 5. C
Step 4 Language points
Explain the language points in the text.
Be about to 正要;
Find sb. doing发现某人做某事
Threaten to do sth 威胁要做某事
Somehow 以某种方法
Step 5 Interview
Ask the students to work in pairs --- one plays as the writer, one as the reporter.
The reporter may ask the following questions:
1. why do you plan a trip to Antarctica?
2. what’s the weather like there?
3. how do you celebrate your birthday?
4. have you had any bad accident?
5. what do you think of your trip to Antarctic?
Step 6 Homework
Finish the exercises in the Post-reading part.
Lesson 3
Step 1.Revision
Check the homework.
Step 2 Word Study
Finish the exercise in the Language study part.
The answers are: cheerful inspires/inspired mean miserable threatened slopes optimistic shelter solo value
And then finish the similar exercises in their workbook.
Step 3 Grammar
First introduce the content about subject-verb Agreement. Then finish the exercise in the following part.
The answers are: 1 is 2 do 3 is 4 is/are 5 is 6 have 7 has/have 8 have/has
Step 4 Practice
Check the answers to exercise 2:
1. They/We are preparing for a party.
2. Yes, they seem to enjoy themselves./ Yes, everyone seems to be enjoying themselves.
3. Yes, if they finish the work today.
4. Tell them there will be a meeting this morning.
5. Tell them to phone this number.
Step 5 Workbook
Finish the two exercises in the workbook.
Step 6 Homework
Prepare some information about Oprah Winfrey.
Lesson 4
Step 1 Revision
Get the students to give their reports about Oprah Winfrey.
Step 2 Presentation
First, give an introduction about Oprah Winfrey:
Oprah Winfrey is a black woman. In her youth her family was very poor. She came from a small village in the US. Despite difficulties in her life, she worked hard and went on without giving up hope. Eventually, she earned a scholarship that allowed her to go to university. At university she continued working hard on her studies film stars.
Step 3 Reading
Read the short passage about Oprah Winfrey and be prepared to answer the questions 1 and 2 in the following part.
Step 4 Writing
First give some basic features about a letter to some famous person that you admire very much.
Step 5 Homework
Read the passage in the workbook.
The sounds of the world
Teaching goals : Talk about different kinds of music .
Practising giving advice and making suggestion
Review the passive voice .
Write a comparison essay .
Time arrangement : Five periods
Students : Intermediate
Teaching Method : Task-based Language Teaching
Period 1
Content : Warming-up, listening, speaking
Moral Focus :
(1): Help students enrich their knowledge about the world-wide music .
(2): Raise students’ interest in music and their love the world-wide music .
Teaching Aims :
(1): Increase students’ oral English by asking them to do some discussion.
(2): Improve students’ listening ability by do some listening .
(3): Improve students’ speaking ability by asking them to make some dialogue ,.
(4) : Improve students’ ability to cooperate with others by making dialogue .
Teaching Methods :
(1): Do some discussion to enable the students to express themselves freely .
(2): Do some listening to improve students’ listening ability .
Teaching Aids : a tape-recorder , a computer
Teaching Steps :
Step 1 : Lead-in & Warming-up .
(1): Ask students a question : “ What is your hobby?”
Some students must say that they like listening to music , then lea the topic in .
(2): Ask students to listen to the music on the tape-recorder and ask them to do some discussion about it and tell their feeling according to their won understanding .
Step 2 : Listening .
Ask students to do the listening part and finish t
exercise on P72. then check the answer with them .
Step 3: Speaking
(1): Explain to the students about the background of the dialogue , then ask them to read the dialogue given on the book .
(2): Tell students some useful expressions related to how to make suggestions and give advice .
(3): Ask students to make their own dialogue with their own dialogues with their deskmates .
(4): Ask some students to present their dialogue in front of the class .
Step 4 : Summary & Homework Assignment .
Summarize what learnt in this period .
Assign the homework .
(1) Preview the reading .
(2) Review the useful expressions learnt today .
Record _______________________________________________________
________________________________________________________
________________________________________________________
Period 2
Teaching Content : Reading
Moral focus : Enrich students’ knowledge about different kinds of music around the world and help them get a better understanding on the idea “ Global Village”
Teaching Aims :
(1) : Improve students’ reading ability .
(2) : Help students’ learn more about the world-wide music .
(3) : Master some useful phrases and expressions .
Teaching Methods :
(1) : Do some discussion to improve students’ oral English .
(2) : Do the fast-reading to get the main idea of the text .
(3) : Do some scanning to better their understanding .
(4) : Do some explanation to help students master some important phrases .
(5) : do some True or False exercise to consolidate their understanding on the text .
Teaching Aids : A tape-recorder and a computer
Teaching Procedures :
Step 1: Greeting and revision :
Greet students as usual , and review the useful expr
learnt last period .
Step 2: Pre-reading
Ask students to do some discussion about the question given on P73.
Ask students to make a dialogue using the questions given and then present to the classmates .
Step 3: Skimming .
Ask students to skim the reading text as fast as they can
with the following question :
“ What kinds of music are mentioned in the text ?”
Step 4 : Listening & Scanning
Ask students to listen to the tape recorder ,
understand the text better .
Explain some important sentences to the students to
help them understand the text better . Help students
master some important phrases .
Step 5 : Post –reading
Ask students to do some discussion to finish Exercise1
Exercise 2 on P74.
Step 6: Summary & Homework
Summarize what learnt in this period and assign
the homework :
(1): Review the reading text.
(2): Finish Exercises on Qidong Homework Book.
(3): Preview the grammar .
Record _____________________________________________
______________________________________________
________________________________________________
Period 3
Content : Word Study and Grammar
Moral Focus : Enrich students’ grammar about passive povice so as to improve their English and make them more confident in English study .
Teaching Aims :
(1) : Enrich students’ vocabulary .
(2) : Review the passive voice we learnt .
(3) : Better their understanding on passive voice .
(4) : make students active in the class .
Teaching Aids : computer
Teaching Procedures :
Step 1 : Greeting & Revision
Greet students as usual , review what learnt yesterday by asking them a few questions related to the text .
Step 2 : Word Study
First give students the idea that just as many Chinese characters , many English words also have different meanings in different situations , so as to lead in this period’s vocabulary study .
Then ask students to finish exercises on P74 and check answers with them .
Step 3: Ask students to finish exercise 1 , exercise 2 on P146 so as to consolidate their vocabulary learnt in this unit .
Step 4: Grammar Learning
(1) Preview the passive Voice learnt before .
Explain to the students the main language points related to the passive voice as well as some special grammar points.
(2) Ask students to finish exercise 1, exercise 2 by themselves . By doing this , students can check their comprehension on passive voice . Also deepen their understanding on this language points.
(3) Ask students to finish exercise 1 on P147.
Step 5: Summary & Homework Assignment .
Summarize what learnt in this period , assign the homework :
Review the grammar point.
Finish exercise 3 on P147 and hand in .
Finish “ Qidong homework” if possible .
Preview Integrating skills .
Record _________________________________________________
__________________________________________________
Period 4
Content : Integrating Skills
Moral Focus : Help students learn more about the music, especially the Pop music and Rock music to broaden their eyesight.
Teaching Aims :
(1) : Improve students’ reading ability .
(2) : Improve students’ listening ability .
(3) : Enrich students’ knowledge about knowledge .
(4) : Make students’ active in class .
Teaching Aids : Computer, Tape-recorder
Teaching Procedures ;
Step 1 : Greeting & Revision
Greet students as usual and review the grammar point and vocabulary learnt in last period by doing some related exercise .
Step 2: Lead-in & Skimming
Ask students what is their favourite kind of music . There must be some students mention Rock Music or Pop music, then lead in this period’s topic .
Also ask students to think over the following question :
“ From which aspects do Pop music differ from the Rock music ?”
Step 3 : Reading
(1) : Ask students to listen to the tape and also underline some difficult language points according to their understanding .
(2) : Do some explanation related to the content of the text to help them understand the text better . also ask students raise some questions if they have .
Step 4 : Ask students to do some discussion and make a comparison between Pop music and Rock music .
Step 5 : Ask students to read the text on P148 and get the main idea of this text .
Then ask them to do some discussion and finish Exercise 1 , exercise 2 on P19 ( first part )
Step 6: Ask students to make a dialogue according to the questions and answers on P149.
Step 7 : Summary & Homework
Summarize what learnt in this period and assign the homework.
(1) : Finish the left exercise on the book.
(2) : Preview the content learnt in this period .
(3) : Finish Qidong homework if possible
Record__________________________________________________
___________________________________________________
Period 5
Content : Writing
Moral Focus : Improve students’ English writing ability so as to raise their interest in learning English .
Teaching Aims :
(1) : Improve students’ writing ability .
(2) : Better students’ ability to make comparison between two things .
(3) : Help students learn how to write a short essay in English .
Teaching Aids : Computer
Teaching Procedures :
Step 1 : Greeting & Revision
Greet students as usual and review the content learnt in last period .
Step 2: Check the answers to the left exercises on workbook .
Step 3: Ask students to read the reading text “American Country Music” again ,then try to do some discussion about the questions related to the difference among American music in different periods , and ask students try to make a comparison by listing the differences on the paper themselves .
Step 4: Give students some instruction about how to write short essay in English to compare different objects .
Step 5 : Ask students to write a short essay on the topic “ American music at different periods” according to the list they just made .
Step 6 : Ask students to do some discussion about the differences between “Traditional Chinese Music “ and “ Modern Chinese Music” from the following aspects : Instruments, Period , Writer , Content .
Step 7 : Summary & Homework Assignment
Summarize what learnt in this period and then assign the homework : Write a short essay on the topic of “ Chinese Traditional Music VS Chinese Modern Music”
Record _____________________________________________
________________________________________
StepⅠ Words and phrases
.disagreement absolutely appointment behavior emergency environmental measure original amount material
Step ⅡLanguage points
1.appointment n.
by appointment
have an appointment with sb.
keep /break one’s appointment
make an appointment with sb.
2.remind v.
remind sb.of …
remind sb. to do …
remind sb. that …
3.unexcepted adj . <___>excepted adj .
as excepted
than excepted
except vt .
1).expect ﹢ n /pron
2).expect ﹢that
3)expect ﹢so/not
4).expect ﹢to do sth
5)expect ﹢sb . to do sth
4.measure n. vt
measure against
made to measure
take sb’s measure
5.environmental adj . →environment n.
natural environment
social environment
6. want v.
want doing /to be done
a typist wanted
the wanted man
Step Ⅲ Exercises
1. It’s a pleasant day for a picnic , I’m sure we’ll _____
A have a fun B have fun
C enjoy fun D.get funny
2. Tom has always thought of himself for a good cook and never fails to ______everyone of it .
A. remind B. remember C. know D. introduce
3. In summer we usually keep the window ______so that cool air come in.
A opened B to be open C open D opening
4.You must stand it , and see it through ,________it costs .
A no matter what B no matter how
C what D how
5. Mobile phones make it possible for people to stay ______very easily .
A in touch B in connection
C in communication. D in talk
6. I ______the cell phone in school, because it will be taken away from me .
A. daren’t to use B don’t dare to use
C not dare use D dare to not use
7. I really don’t think Tom will be angry ,but I’ll go and see him in case he______
A will be B does
C is D has been
8. The doctors devoted themeleves ________a better cure for the terrible disease .
A to find B finding Cto finding D in finding
9. Many people came to the meeting ,of whom _______left early .
A numbe B. the numbers
C the number D a number
10. Eating good breakfest keeps you ______for the rest of the day .
A alone B.asleep C. alive D.living
11. Put the flowers in warm rooms to _______them _________
the freezing cold.
A stop ;from B keep;from C protect;from D.rescue ;off
12. Many animals and plants ,which couldn’t ______the sudden change of the climate , die out Dinosaurs are one such example.
A.suit to B keep to C get to D.adapt to
13.The police officer wants to know what measures _____-to find the murders as soon as possible .
A to take B to be taken C taken D.being taken
14.These animals ______their environment;______, they hav learned how to live successfully in their habitat .
A are all used to ;that is
B all used to ; that is
C are all used to ;for example
D a ll used to ; for example
15.The work we are doing is quite difficult, so your support will certainly ________>
A make any difference
B make a difference
C be very different
D be of some difference
key Ⅲ1----5BACAA
6----10BCCDC
11 ----15CDAAB
StepⅥ Important drills
<1>… make it possible for us to do …
not only … but also …
… as much /many as …
It’s time to do …
The plans make it possible fou us to have a good rest.
He can speak not only English but also French.
Our school has as many books as your school.
It’s time go to school.
StepⅦ Grammer
<1>The Present Continuous Passive Voice
He is being operated on in the hospital.
They are being taught English At present.
The naughty boy is always being scolded by his father.
Mary is always being praised by the teacher
<2>Review Direct and Indirect Speech
StepVIII Homework
Teaching aims and demands:
a. Achieve language skills and related knowledge about the topic of sports and the Olympics;
b. Learn to express likes and interests and hobbies:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
the passive voice
Period 1
Main points
1.Words
stand for; well-known; host; shooting; interest; test; examine✓ match; sport; congratulation; fill in; information; while; beat&win
2.Sentence patterns
would rather…
be worth…
prefer…to…
3.Functional item
talk about interests&hobbies
Difficult points
would rather…
prefer…to…
Teaching procedures
Step 1 lead-in
Ss : talk about sports
T : Do you like sports?What sports do you know?
How much do you know about the Olympic Games?
Many of you are sports fans.And we all know China will host the Olympics in .Next I will give you a quiz to see which of you knows most about the Olympics.
Step 2 Warming up
1.Ss finish the multiple choices in given time.
2.Check the answers
Step 3 Listening
T : Most sports fans like to listen to sports news.How about you?Next you’ll listen to three sports reports.
1.Go through each task and understand what to do.
2.Play the tape two or three times as necessary.Pause at important points and give the students help as necessary.
3.Let the Ss discuss in pairs and then check the answers.
Steps 4 Speaking
1.Go over the useful expressions listed.T asks and Ss answers.
2.Ss practice asking and answering in pairs.
3.Set an example of an interview.
4.Ss practice in groups of 4.Using the expressions.
Step 5 Language points
1.would rather
(1)+do (d’rather do)
EP:He said he would rather play football.
I’d rather stay here with you.
(2)+not do sth
EP:He would rather not listen to jazz.
2.Prefer to do rather than do
EP：I prefer to write to her rather than telephone her.
I prefer to stay at home rather than go out.
Homework :Review useful expressions and practice.
Period 2
Main points
1.Words
take part in; competitor; rank; prtpare; every 4 years; in modern times; further&farther; event; history-making; make change; whole&all; honour.
2.Sentence patterns
…the same as…
following…
Difficult points
…the same as…
every 4 years
Teaching procedures
Step 1 Recision
Ask students to talk about interests and hobbies.
Step 2 Pre-reading
1.T:Which sport event do you like to watch most?Why?
2.T:Are the Olympic Games important to our society?Why or why not?
Possible answer:Yes,they are important.It is an opportunity to show how strong you country is and how much the people in your coutry love sports.
Step 3 Reading
Today we are going to learn more about the Olympic.Ask students to read quickly in silence and find the answer to the following question.
Q :Which would be another title for the text?
A .The Summer Olympic Games
B .The Winter Olympic Games
C. The World’s Greatest Sports Games
D. A Great Victory for China (c)
Step 4 Post-reading
Ask students to read the text again and answer the following questions.
1.How have the Olympic Games changed since the old Olympic Games were held in ancient Greece?
A :The Olympics have changed in many ways.Many sports are the same,but new sports have been added.Women are now allowed to take part in the Games.In ,over 10,000 athletes form 227 countries participated in the Olympics.
2. What will be done in preparation for the 2008 Olympics in Beijing?
A :New buildings and sports venues will be built,more trees will be planted and new roads will be built.
Step 5 Language points
1.take part in; join in; attend
(1) John takes part in many school activities. He takes an active part in politics.
(2) Join in sth./join sb in sth.
All the family join me in wishing you a happy future.
(3) attend a meeting;
attend the concert ;
attend a class
2 .in modern times time pl.
Times have changed,and we shouldn’t fall behind them.It is the fastest computer of modern times.
3. the same as…
The jacket is the same as mine.
She goes to the same university as her father did.
Step 6 Listening to the tape
Homework:Review words and language points in the text.
Period 3
Revision
Ask several students to say something about what he will do for the 2008 Olympics.
Grammar : The Future Passive Voice
1. Structure:will+be+v.-ed
2. Model-making
T:The classroom is very dirty.I will clean it.So it will be cleaned.
3. Drill&practice
Do exercise on P54-55 in book.Grammar Ex 1.
Homework :Ex 2 on P55.
Period 4
Main points
1.Words
height; point; skill; facial; live; live his dream; speed
2.Sentence patterns
more than
Difficult points
more than
Theaching procedures
Step 1 Recision
Review the structure of the future passive voice.
Step 2 Lead-in
Ss talk about their favorite sports stars.
You have your favorite sports stars.Would you like to know something about Yao Ming.
In this period,we’ll read the profile of Yao Ming.
Step 3 Ask students to read the profile and make a summary.
Step 4 Teach students how to read and write a profile.
Step 5 Language points
1. height n.
What is its height?(What height is it?)
It has a height of 5cm,a length of 10cm and a width of 4cm.
2. more than
We were more than happy to hear of your success.
He is more than our teacher.He is also our best friend.
Step 6 Listening
Homework : Revise all the words and expressions in this unit.
Teaching plan for Unit 10
The world around us
Goals
1. Talk about ways to protect the environment.
2. Talk about wildlife endangerment.
3. Review Direct and Indirect Speech.
4. Write about causes and effects.
5. Make a poster.
Time arrangement: Six periods
Students: Intermediate
Teaching method: Task-based Language Teaching
The first period
Teaching aims:
1. Make teenagers know the importance of environment protection.
2. Talk about wildlife endangerment and ways to protect the environment.
3. Let students practise speaking and listening skills.
Steps:
Task1
One question for all the students:
What do you think the relationship between human beings and environment should be ? Be friends or enemies? Be harmony or opposite?
Task2
Look at the pictures on the book.
Many of the world’s animals are in danger. Read about the endangered animals and discuss the following questions with your partner.
1. Do you know of any other endangered animals ? Why are they in danger?
2. Why is it important to make sure that animals do not die out ?
3. What can we do to help endangered animals?
Task3
According to the discussion above, it’s easy to know pollution does harm to the environment . What causes pollution? Listen to the tape and answer the questions below.
1. What’s the pollution ?
2. What are the causes?
3. What are the effects?
Homework
1. Finish off workbook exercises “Listening Part”.
2. Prepare for Speaking
Record after teaching:
The second period
Teaching aims:
1. Practise the Ss’ oral English, enabling them to talk about advantages and disadvantages.
2. Make the Ss know more about the relationship between man and animals from the point of view of the animals not man.
Task
Group Work
Topic: A reporter for the magazine National Wildlife is writing an article about animals in zoos and is going to interview some animals to find out more about the advantages and disadvantages of living in a zoo.
Possible way to work: 4 or 5 students in a group . One acts as the reporter . And the others act as animals, such as hippo, kangaroo, elephant, wolf , monkey, giraffe, etc.
Let the students take turns to be reporter and ask animals questions. And the reporter is supposed to collect the advantages and disadvantages during asking and answering.
The reporter can use the questions below to get started and try to think of more questions.
1. Where did you live before they brought you to the zoo?
2. How long have you lived ion the zoo ?
3. Do you like living in the zoo? Why or why not ?
4. Do you prefer living in the zoo or living in the jungle ? Why ?
5. If you could say something to all humans, what would you tell them ?
After the interviews, the reporter should report what he/she has collected.
Homework
Pre pare for Reading
Record after teaching:
The third period Reading
Teaching aims:
1. Vocabulary: To learn and keep the words and phrases in mind.
2. Reading ability: To get the main idea of the passage and get to know the purpose of the author.
Tasks
1. Preview the words and phrases in the reading material by using their dictionaries.
( Give the English explanations to the following words or phrases.)
a. original ( first or earlier )
b. environment ( surroundings )
c. create ( make something new or original )
d. survive ( continue to live or exist )
e. pollute ( make dirty )
f. endanger ( in danger )
g. tour ( visit )
h. habitant ( of plants/animals) natural place of growth)
i. species ( sort )
j. adapt to ( make suitable for a new need )
2. Collect information as much as possible according to the questions in pre-reading.
1. What do human beings need to survive ?
2. What do plants and animals need to survive ?
3. What do animals do to survive in places where it is very hot or cold, where there isn’t much water, or where it is difficult to find food ?
Step 1
a. Show pictures to see how plants and animals live together naturally.
b. Discuss the questions in pre-reading.
Step2.
Read the first time and say “T” or “F” to the following statements according to the passage.
1. That “We are not alone in the world,” means that humans always have friends to talk with.
2. We often take good care of ourselves and planet according to what Steve Jones said.
3. Since many living things have already died out, we must do something to protect other living things.
4. Comfortable and clean habitat is important for plants and animals while enough food and other resources doesn’t mean anything to them.
5. Plants or animals will be endangered when they can’t adapt to the change of their habitat.
6. Plants or animals don’t have to change when a new species comes.
7. Learning more about animals , plants and environment is helpful to protect the world.
8. Creating more space for humans is more important than for animals and plants.
Step 3
Have a discussion about the following subjects and decide which one is the most important. Why?
A. Many of the earth’s plants and animals are dying out.
B. Animals and their habitat.
C. We the human beings can do something to help.
Step 4
Read a second time and answer the questions in post-reading.
Homework:
1. Review and recite the new words and expressions in this passage.
2. Read about Jennifer’s idea and then write your own list. (P. 67 )
Record after teaching:
The fourth period
Teaching aims:
1. Vocabulary reinforcement.
2. Grammar ( Direct and Indirect Speech ) .
3. Speaking by creating some activities.
Tasks
1. Students are required to take their homework seriously
2. Be prepared for talking in the class freely.
Teaching steps
1. Check homework
a. Check to see how well the students grasp the new words and expressions.
b. Students are encouraged to share the lists they wrote about what they could do to make the world better.
2. Read the passage after the tape and then talk about “Word study”
See the details on PP67-68.
3. Grammar: Students work with their partners.
a. Read the passage and underline the sentences which are indirect speech.
b. Change the sentences into direct speech.
c. Check several pairs to see how they are going.
Homework:
1. Create situations to practise the use of Direct and Indirect Speech.
2. Keep on reading and review the passage.
Record after teaching:
The fifth period
Teaching aims:
1. Understand the article in the part of Reading and Writing. Get the Ss to know the main idea and purpose of it and how it is presented.
2. Strengthen the Ss’ sense of the protection of environment by visiting the Recycle City and finishing the writing on Reduce, Reuse, Recycle and Respond.
Three tasks
A. Read the writing and understand the meaning of passage, make out the purpose of the writing and way it is presented.
B. Visit the unusual city--- The Recycle City to know what other people can do to protect our environment.
C. Finish the writing of Reduce, Reuse, Recycle and Respond to get the Ss themselves involved in the environment protection.
Teaching steps:
1. a. Presentation
Suppose a tiger has just killed a deer, what will happen next ?
b. Deal with the main idea of the writing . Write the following three topics on the blackboard .
1. What are ecosystems ?
2. We should learn from nature.
3. What can we do to protect the environment ?
c. Deal with the way the writer presents his ideas
1. How does the writer describe ecosystems?
2. What’s the difference between human beings and a plant or animal about suing things?
3. Why are “human beings” used instead of “people” ?
4. What does the writer mean by saying “nature is much better at recycling than we humans are?
2. Teacher: In fact many people are quite concerned about our environment and have already done something with it. Today we are going to visit a special city called “The Recycle City”. Show the Recycle City on the internet. Show the Ss around the city and ask them some questions about it.
3. Teacher: We have just visited the Recycle City . I hope that we can learn something from it. Now it’s time for us students to think and do something for our earth. Let’s finish the writing about “Reduce, Reuse, Recycle and Respond.” We are going to have a competition. Let’s find out which group can do the best.
Homework:
1. Translation (p141 Ex.4)
2. Grammar( p141 Ex.1 )
Record after teaching:
The sixth period
Teaching aims:
a. Get the Ss to know how to write a poster.
b. Develop the Ss’ observation and thinking.
c. Learn to share things with others, to cooperate and get some ideas from each other.
d. Reinforce the Ss’ sense of the protection of our environment.
Tasks
a. See a poster by the teacher and let the Ss make comments on it according to the tips given on p-70 about making a great poster.
b. Let the Ss design a poster of their own in groups of four and hold a competition to choose the best posters by the standards in the tips.
Teaching steps:
1. Present a poster about “water” designed and drawn by the teacher on the screen.
2. Get the Ss to talk about the poster to get the topic in it and make comments on it according to the standards printed on paper.
3. Let the Ss design a poster of their own in groups of four.
4. Get the Ss to recommend 8 students as judges to mark their scores.
5. Collect the posters and show them on the screen.
6. Let one student read out the judges’ scores and leave out the lowest and highest scores. Two other students work out the total numbers.
7. Decide the prizes:
the first prize: 3 winners
the second prize: 4 winners
the third prize: the remaining posters
Reference:
Standards on judging the posters
Group Number__________ Class_______ Mark_______
Please judge the posters according to the following aspects:
1. interest_________________
2. topic clear_________
simple____________
3. correctness_______________
4. pictures________________________
5. graphs___________________________
6. organization____________________________
7. language easy_________________
or difficult________________
8. Go through Checkpoint 9
Homework:
1. Write a poster.
2. Preview Unit 11.
Record after teaching:
Teaching Aims and Demands
Words and Phrases
cultural represent ruin burn unite period stone damage ancient project official population breath limit sincerely Pyramid include restore rebuild beauty photograph portrait recreate artist vase brick cave carbon
Spoken English:
1. Giving advice & Make suggestions
What shall we …? Maybe we could …
Shall we …? I’d like to …
Can’t we …? What/how about …?
Should we …? Why don’t you …?
Let’s … Why not …?
Grammar: The passive Voice
1. 描述事物已经受到某种影响或某种处理--使用现在完成时被动语态。例如：
Now, after years of hard work, parts of statues have been put back together and missing pieces have been replaced.
2. 描述人物已经被动地接受某种行为或某种处理--使用现在完成时被动语态。例如：
The sick woman has been sent to hospital, and now you can’t visit her.
Jack has been told about it, so you needn’t call him up.
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned. Learn the text about cultural relics and finish the relative exercises and writing tasks, like write a report on the world’s cultural relics, write a brief introduction of my hometown.
Important points: The use of the Passive Voice
The cultural differences
Difficult points: Use of the Passive Voice
Teaching aids: Computer, tape-recorder
Way of Teaching: Communication way of teaching, discussion and group work.
Lesson 1
Step 1 Warming-Up
Get the students to look at the pictures in their books: a pyramid in Egypt, the Great Wall in China, and Stonehenge in England. Ask the students to name more sites like these and ask what they have in common.
The answers may be: The pyramids, the Great Wall, the Stonehenge are not only the great places of interest but also the symbols of their countries and their cultures.
Step 2 Listening
First go through the listening part together with the students. Get the students to know what they are going to do.
Name of the site Why is it important? What is being done to protect it?
1
2
3
Step 3 Speaking
First get the students to know what they are going to do. Then explain that a “culture capsule” – an imaginary large box – will be sent into space. Ask the students to decide what objects to put in the box. The object should help whoever finds the box understand what and who human beings are. Students can work in pairs or groups. They have to decide what to put in the box and explain why they have chosen them. I.e. how the objects will help explain who we are and how we live.
Help the students to decide they want to put in the box and list the reason .
Step 4 Home work
Fish the exercise in the talking part in their workbooks.
Lesson 2
Step 1Revision and Introduction
Go over the homework.
List some cities like Beijing, Paris, Chang’an, Rome, then ask the students to discuss these questions with their partners.
1. Some cities, like Paris and Beijing, are called great cities of the world. In your opinion, what makes a city great?
2. What are your favourite cities? Why?
3. What cultural relics are there in the place where you live? How important are they?
Step 2 Fast-reading
First give a brief introduction of the text A City of Heroes.
Read the text fast and tell the following sentences true of false:
1. ( ) The city of St Petersburg was rebuilt by Peter the great.
2. ( ) The Germans attacked St Petersburg a hundred years ago.
3. ( ) A portrait of Peter the Great was destroyed by the Germans.
4. ( ) It was difficult for people to rebuild the old palaces.
5. ( ) Workers and painters used old photographs to help them rebuild the city.
6. ( ) St Petersburg will never be as beautiful as it was before.
The answers are: True: 3 4 5. False: 1 2 6.
Step 3 Carefully-reading
First tell the main idea of each paragraph.
Paragraph 1 St Petersburg lies on the banks of the river Lena in Russia. More than three hundred years ago, The Russian Czar, Peter the Great, built a new capital here. Peter the Great was a strong and proud man, and the city reflects his personality.
Paragraph 2 St Petersburg has been the center of many important historical events. These events are the reason why the city has become such an important part of Russian culture and history. The people of St Petersburg fought hard against the Nazis during World War II and were determined to rebuild the city when the Nazis had left it in ruins.
Paragraph 3 Rebuilding the great city was difficult, but the people of St Petersburg succeeded. Using old photographs and rescued pieces of the old city, they managed to restore St Petersburg to its former glory.
Paragraph 4 The people of St Petersburg are heroes because they managed to rebuild the city, proving that they are at least as great as Czar Peter.
Step 4 Retelling
Retell the text according to the above main ideas.
Step 5 Homework
Finish the exercise in the Post-reading Part on p46.
Find the sentences using the Present perfect passive Voice.
Lesson 3
Step 1 Revision
Check the homework..
Step 2 Word-study
Fill in the blanks with the proper words or phrases.
Step 3 Grammar
First list some sentences that are used in the Present Perfect Passive Voice.
1. It is true that many of the world’s greatest cities have been built on the banks of a river.
2. Many great palaces were built during his lifetime.
3. Building were destroyed, and paintings and …
4. Pieces of the palaces that had been hidden before the Nazis came could now be used to rebuild the city and its culture.
5. now, after years of hard work, parts of statues have been put back together and missing pieces have been replaced.
6. Old paintings, including a portrait of Peter the Great which was found in the snow outside St Petersburg, have been carefully recreated, and the old palaces have been made as wonderful as in the past.
Then ask the students to find the formation of the Present Perfect Passive Voice:
Be + pp → have/has been + pp
Step 4 Consolidation
Ask the students to finish the exercises 1-2 in part 1.
Step 5 Homework
Finish the exercise 2 in their workbooks.
Lesson 4
Step 1 Revision
Check the homework.
Step 2 Reading
Ask the students to read the passage in the Integrating Skills part. And they should find the way of a passage formation ---
That is how the passage is structured. The tips in their books may be used as a guide when they are reading.
Step 3 Writing
Ask the students to try to make their writing first orally. In the same while, ask several students to read their passage out and find the place where it may be written in other better way. Then show the students a sample writing and analysis the good of the passage.
Step 4 Homework
Leave the exercise of writing in their workbooks as the homework.
Unit 18 New Zealand
1. explain to sb. sth.=explain sth. to sb. 向某人解释某事
2. explain oneself 说明自己的意思
3. in relation to 与……有关
4. lie off 位于 (相差一段距离)
5. lie to 位于……
6. lie on 位于 (强调接壤); 位于……的河畔
7. on your father’s side 父系的,你父亲的血统
8. be made up of 由……组成
9. be made into 被制成(由原料制成)
10. be made from 由….制成(看不出原料)
11. be made of 由….制成(能看出原料)
12. make up 占据空间
13. be surrounded by/with 被……环绕
14. rain quite a lot 多雨
15. deep blue 深蓝色
16. have a natural deep harbor 拥有天然的深水港
17. a very beautiful natural landscape 自然风光优美
18. be famous for 因……闻名
19. such as 例如
20. take possession of 拥有……
21. settle mainly on the North Island 主要在北岛定居
22. be marked with 标有……记号
23. sign an agreement with 同……达成协议
24. compare…to… 把……比作
25. stand for 代表
26. plenty of 大量；许多
27. be native to 原产于……
28. be of high quality 质量很高
29. be careful in （在某方面）仔细
30. prepare for … 为……作准备
31. the same size as 同……一样大
32. a mild sea climate 温和的海洋性气候
33. make electricity 发电
34. in bold 粗体地, 加粗地
35. refer to 关于; 提到,涉及; 查阅
36. turn to 开始, 着手
37. go sailing 去航海
38. go camping 去野营
39. on the coast 在海岸线上
40. off the coast 离开海岸线,沿海
41. attract tourists from all over the world 吸引世界各地的游客
Unit 19 Modern agriculture
1. make a decision 做决定
2. traditional agriculture 传统农业
3. on this arable land 在这耕地上
4. one-family business 独户单干
5. use electric pumps in irrigation 使用电泵灌溉
6. develop new techniques 开发新技术
7. increase agricultural production 增加农业产量
8. control…with computers 用计算机控制……..
9. over time 长期以来
10. as well as 也;还
11. be short of 缺少;不足
12. a variety of 种种
13. instead of 代替
14. next to 隔壁;紧挨
15. pass on 向下传
16. from generation to generation 一代又一代
17. at sunset 在太阳落山时
18. make use of 利用, 使用
19. as…as possible 尽可能……
20. bring in 带来, 引进
21. in the 1980s 在20世纪80年代
22. international exchange 国际交流
23. be harmful to 对……有害
24. be friendly to 对……友好
25. depend on 依靠, 依赖
26. the shortage of 缺少
27. in earth 在土壤中
28. in other words 换句话说
29. get ripe 成熟
30. a variety of 各种各样, 多种多样
31. in poor soil 在贫瘠的土壤中
32. at the right time 在合适的时间
33. sow seeds 播种
34. go against 违反, 反对
35. the condition of the soil 土壤的条件
36. remove weeds 除草
37. year after year 年复一年
38. have an effect on 对…….有影响
39. move around… 迁移
40. lead to 导致
41. change into 把…改变为…..
42. a waste of time 浪费时间
43. in one’s opinion 以某人…….的观点
44. do research into…. 对…….进行研究
45. carry out 了 进行
46. devote to… 奉献
47. have a long history 有悠久历史
48. be a practical guide to…. 实用的….指南
49. plant wheat close together 密植小麦
50. harvest good crops 丰收
Unit 20 Humor
1. an one moment 在一瞬间
2. in a moment 一会儿
3. at that moment 在那时刻
4. at any moment 随时
5. at the moment 眼下
6. for the moment 暂时
7. a wide audience 广大听众
8. in the same way 用同样的方式
9. play on words 用双关语
10. the way of doing 做某事的方法
11. cut in 插入
12. enrich one’s life 丰富某人的生活
13. act the role of 起…….作用,扮演….的角色
14. act out 表演扮出
15. in total silence 完全沉寂
16. lay sth. down 放下某物
17. knock sb. off 把某人从---上撞下来
18. go on doing 继续做 某事
19. go well 进展顺利
20. look on as 把-看做
21. date back to/from 追溯到---
22. have --- in common 与-有共同之处/共用
23. intend to 打算做……
24. on the stage 在舞台上
25. by way of 以……的方式
26. make fun of 取笑
27. an amusing story 令人发笑的故事
28. roar with laughter 大笑
29. even if 即使, 尽管
30. entertain the audience with 用……逗乐观众
31. a flow of fun 延续不断的乐趣
32. art form 艺术形式
33. quarrel over small matters 争论小事
34. be on good terms with 同某人关系好
35. in the other direction 在另一个方向
36. drive off 把车开走; 赶走
37. shout at sb. 冲某人大喊
38. in surprise 惊奇地
39. be angry with sb. for sth. 因某事生某人的气
40. get confused 搞糊涂
41. all the time 一直，总是
42. at the same time 同时
43. from time to time 间或，时常
44. in time 及时
45. on time 接时
46. at a time 一次，每次
47. at times 有时，不时
48. ahead of time 提前
49. once upon a time 从前
50. take one’s time 慢慢来，不着急
51. at one time (过去)有个时期，一度，同时
52. have a good time 玩得高兴，过得愉快
Unit 21 Body language
1. get through 通过，接通
2. express one’s thoughts and opinions 表达某人的思想和意见
3. ask for 向……要
4. thanks for 感谢……
5. help sb. with sth. 帮助某人做……
6. feel down 闷闷不乐
7. communicate with 与……交际 …
8. from culture to culture 从一种文化到另一种文化
9. spoken language 口语
10. learn about 打听…
11. make a circle 成一圈
12. index finger 食指
13. be used to do 被用来做……
14. vary from culture to culture 因文化的不同而不同
15. shake one’s head 摇头
16. communicate with 与某人联系, 通信
17. look directly into someone’s eyes 直视
18. rest one’s head on the back of one’s hand 把头靠在手背上
19. get through difficult situations 摆脱困境
20. nothing better than 没有比……更好
21. hold up 抬起, 举起
22. make a face 做鬼脸
23. in order 按顺序
24. avoid doing sth. 避免做某事
25. feel confused 感到困惑
26. get into contact with sb. 与某人取得联系
27. make contact with sb. 与某人联系
28. be in contact with 与……有接触
29. lose/break contact with 与……失去联系
30. lean against 斜靠
31. ahead of 更前 更早
32. give sb. a hand--do sb. a favor 帮助
33. manage to do=succeed in doing sth. 努力且成功的做某事
34. on a crowded bus 在拥挤的汽车上
35. carry a very heavy suitcase 提着很重的手提箱
36. fold one’s arms 和抱双臂
37. vary from culture to culture 文化与文化不同
38. look directly into one’s eyes 直视某人的眼睛
39. make a circle with one’s thumb and index finger拇指与食指做成圆形
40. shake one’s head 摇头
41. have opposite meaning 有相反的意思
42. stand close to 靠近某人站着
43. a visiting friend 一个来访的朋友
44. greet with a kiss on the cheek 以轻吻面颊欢迎
45. press one’s palm together 紧紧的握手
46. rest one’s head on the back of one’s hand 把手靠在手背上
47. move the hand in circles over the stomach 用手在肚子上画圈
48. pat one’s stomach 拍肚子
49. find friends in a world of strangers 在一群陌生人中找到朋友
50. tear down walls 推倒墙
51. express almost any emotion 表达几乎任何一种感情
52. start a conversation 开始一段对话
53. smile at oneself in the mirror 在镜子中对自己微笑
54. see the smiling face of a good friend 看到好朋友的笑脸
55. occur to sb. 使某人突然想起什么事情
56. focus…on… 把……集中于
57. hold up 举起；拿起
Unit 22.A world of fun
1. learn about 了解到
2. combine…with… 把……同……结合起来
3. be divided into 被分成
4. take off in a rocket 坐火箭起飞
5. fly a helicopter 坐直升飞机
6. alien creatures 外星人
7. outer space 太空
8. bungee jumping 蹦极跳
9. be based on 建立在…基础上
10. become popular around the world 在世界上受欢迎
11. risk injury 冒受伤的危险
12. thrill rides 动感电影,令人激动的乘车
13. through darkness 穿过黑暗
14. free-fall ride 自由落体车乘
15. step into 走进
16. cut off electricity 断电
17. an amusement park 一个娱乐园
18. across the world 横跨世界
19. race against 同….比赛
20. focus on 集中于,聚集
21. be in danger 处于
22. a theme park 主题公园
23. take the shuttle 乘往返的汽车
24. scary rides 可怕的乘车
25. be creative 活泼的
26. have great fun 很有趣
Teaching aims and demands:
a. Achieve language skills and related knowledge about the topic of friends and friendship;
b. Learn to express likes and dislikes and make apologies:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson 1
Step 1 Presentation and discussion (warm-up)
Put some new words on the blackboard and tell them something about a friend.
Kind honest brave loyal happy wise strong
beautiful handsome rich smart funny
Then ask some questions around the class and discuss with them.
What should a good friend be like?
What qualities should a good friend have?
Should they be funny, smart and strong?
Step 2 Reading
Ask the students to read the dialogue in the part SPEAKING. Ask some questions:
1.What doesn’t John like?
2.What does Joe think of music and skiing?
And then fill in the form on page 3.
Then ask the students to express their ideas freely. Encourage the students to say more about friends.
Step 3 Listening
Ask the students to listen to the tape and fill in the blanks in the listening part.
Step 4 Talking/Practice
Ask the students to page 85. Make a similar dialogue as in exercise 2.
Some useful expressions :
Why did you…? Why didn’t you…? You said that you would…
Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.
Step 5 Homework
Finish Exercise 3 in the workbook.
Lesson2
Step1 Revision
Ask several students to present a speech about friends as a revision.
Step 2 Pre-reading
Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.
Step 3 Reading
Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.
Then students read the text, and answer the following questions.
1.How does Chuck Noland come to a deserted island?
2. In order to survive on the island alone, what does he need to learn?
3. What does he understand at last?
4. For us, what lesson we can learn from Chuck?
At the same time explain the language points if necessary.
Step 4 Post-reading
Discuss the following questions in the Part POST-READING.
Step 5 Homework
Prepare a talk about Tom Hanks or something about one of his film.
Lesson3
Step 1 Revision
Get the students to give a talk about Tom Hanks or something about one of his films.
Step 2 Language Study
Ask the students fill in the blanks with proper words.
Step 3 Grammar
Illustrate to the students the use of Direct and Indirect Speech.
Then ask the students to do the exercise in the Part Grammar on P5.
Step 4 Practice
Ask the students to act the exercise2 in the part Grammar out.
Step 5 Homework
Ask the students to finish the exercise2 in their workbook.
Lesson4
Step 1 Revision
Check the homework.
Step 2 Presentation
Present simples of e-mail to get the students a general idea of e-mail.
Step 3 Explanation
Tell the students some tips of writing an e-mail by learn the above e-mail simple.
Step 4 Writing
Ask the students to write an e-mail message.
Step 5 Homework
Ask the students to try to write an e-mail to their e-pal.
鲁版高一语文《荷塘风起》教案(网友来稿) 教案教学设计
山东平阴一中 薛永胜
教学目标：1.学习本文情景交融的表现手法
2.品析文章优美的语言。
3.探求主旨，领会作者思想感情。
教学设计：
一、导入新课：
同学们，你们说大自然像什么？（学生回答，教师肯定）不错，同学们回答的都很好，是啊，当我们走进大自然的怀抱，沐浴在自然的阳光中，绿色款款的走进眼帘，小河静静的流过身边，微风拂面，鸟儿欢唱，看万山红遍，层林尽染……这是何等的心怡。今天就让我们走进大自然的怀抱，一起去探寻颜元叔笔下的那一汪荷塘。
二、总体感知：
1. 学生用最喜欢的方式自读课文，并标划出重要的字词。
澹澹（dan） 无暇（xia） 馨香（xin） 纤细（xian）
^（xiao） 蓓蕾（beilei） 宁谧（mi） 树杪（miao）
2. 学生接读课文，标划出表明作者感情的句子。教师进行朗读技巧的指导。
3. 学生思考暗含作者感情的'句子分别表达了作者什么样的思想感情？并在小组内交流。
热爱自然
厌恶污浊
向往高洁
鄙视世俗
三、精彩语段赏析：
让学生找出自己最喜欢的句子，谈谈为什么？
重点赏析雨中荷叶、荷花婀娜等段落。
四、拓展延伸：
假使你就是作者笔下荷塘里的一只荷叶，你目睹了荷塘二十年的沧桑，这一天，颜元叔来到你身边……请以《颜元叔我想对你说》为题目写一段话。
五、作业：背诵文章精彩语段。
作者联系：山东省济南市平阴一中 邮箱：xue78611@yahoo.
作者邮箱： xue78611@yahoo.com.cn
统编版新教材高一语文必修（上）黑塞《读书：目的和前提》参赛教学设计
一、教学目标与核心素养
1、教学目标
1、了解作者及其经历；
2、了解课文内容及写作思路；
3、解读作者的观点，获得教养的途径以及正确的读书观；
4、鉴赏文章中重点的语句，赏析文章中娓娓道来的语言特色。
二、教学重难点
1、教学重点
理解研读经典的重大意义，并努力去做一个阅读经典作品的人。
三、教学过程
1、导入新课
黑塞的诺贝尔颁奖辞：他那些灵思盎然的作品，它们一方面具有高度的创意和深刻的洞见，一方面象征古典的人道理想和高尚的风格。
2、写作背景
19黑塞定居瑞士后不久，第一次世界大战便爆发了。战争无疑是毁灭人性的。这使得黑塞深深地陷入了对人性的思考和探讨中，他试图从教育和修养两个方面来探索人性，通过读书提高修养，达到心灵和个性的自我完善，因此他写下了一系列探讨人性的作品。本文就是其中的一篇杰作。在文中作者认为读书是获得教养的主要途径，赞美了读书的作用，劝说人们要用心研读经典作品，在书籍中发现世界、认识社会、完善自我修养。黑塞受中国的老庄哲学的影响很大，所以他才会笔随心走，其作品又具有心理的深度、哲学的深度。
3、作者介绍
德国浪漫派最后一位骑士——赫尔曼黑塞
赫尔曼黑塞，1877年7月2日出生在德国，德国作家、诗人。19迁居瑞士，1923年46岁入瑞士籍。黑塞一生曾获多种文学荣誉，1946年获诺贝尔文学奖。爱好音乐与绘画，是一位漂泊、孤独、隐逸的诗人。1962年于瑞士家中去世，享年85岁。作品多以小市民生活为题材，表现对过去时代的留恋，也反映了同时期人们的一些绝望心情。主要作品有《彼得卡门青》《荒原狼》《东方之旅》《玻璃球游戏》等。
黑塞一生曾获多种文学荣誉，比较重要的有：冯泰纳奖、诺贝尔奖、歌德奖。1946年获诺贝尔文学奖。
作品：主要作品有《彼得卡门青》《荒原狼》《东方之旅》《玻璃球游戏》等。
4、题目解说
《读书：目的和前提》节选自《黑塞说书》，原文是一篇黑塞介绍自己读书经验和推荐世界文学作品的长文，译者主要节选了开场白与结尾部分，对阅读与提升教养的关系作了独特思考。
5、层次结构
文章分为四部分：
第一部分（1）：什么是真正的修养。
第二部分（2）：获得教养的途径是研读世界文学。
第三部分（3~7）：读书要走一条爱之路，而非义务之路。
第四部分（8）：号召人们阅读杰作。
6、全文分析
1.作者认为真正的修养是什么？
明确：
作者认为真正的修养是对“精神和心灵完善的追求”，同时又认为真正的修养呈现的形式是“永远都在半道上”，也就是说，它是一种努力的过程，是动态呈现的。真正的修养不存在功利的企图，而是为了获得精神和心灵的自我完善，修养是人生存的境界。
2.黑塞说“真正的修养不追求任何具体目的”，又说教养就是对精神和心灵完善的追求，这两句话是否矛盾？
明确：
并不矛盾。这里的“修养”和“教养”的内涵是交叉的。真正的修养不存在功利的企图，是为了“自我完善”，而“具体目的”指的是通常所说的有功利企图地提高某种能力和本领。从人的生存来讲，能力和本领固然重要，但它们毕竟只是生存的手段，而修养是人生存的境界。
3.作者倡导的是一种怎样的读书观？
明确：
作者认为“我们先得向杰作表明自己的价值，才会发现杰作的真正价值”，这句话阐述的是阅读的态度。阅读杰作，特别是阅读那些有久远影响、有世界声誉的杰作，要有崇敬之心、庄重之感，如果没有一种敬重之心，是难以体会杰作的伟大的。作者阐明了一个认识，即阅读经典的关键不在于数量的多少，而在于是否能怀着对知识的敬重之心，为获得“心的教养”而进行“爱的阅读”。在具体的阅读方法上，作者主张“凭自己的爱好去开始阅读”“杰作需要我们认真对待，需要我们在读的时候花力气，下功夫”。
4.作者为什么提倡研读世界文学？
明确：
读书学习，“读什么”是个基本问题。作者认为研读世界文学是获得教养最重要的途径之一。通过阅读各国作家和思想家的作品，逐渐熟悉并掌握大师们的思想成果，能获得鲜活的意识和理解。一个人在青少年时代所读的书注定要影响他的一生，对他的人文素养的形成起到不可估量的作用，甚至能决定他一生的审美追求。所以，人应当在学习的起始阶段就注意打好精神的“底子”，确立一生阅读的方向，研读世界文学。
5.如何理解“教养得有一个可教养的客体作前提，那就是个性或人格”？
明确：
通俗地说，就是读书人自己必须有获得教养的愿望，有完整的人格，有个性的追求。如果人没有个性，没有人格，他也未必能通过阅读获得教养。获得教养必须以“个性或人格”的追求为前提。书中的知趣、理趣、情趣，要靠个性和人格来吸纳、融合。
6.作者在回顾自己的读书经历时谈到了对巴尔扎克的不同评价，有什么作用？
明确：
读者在阅读名家经典时，可能会因为年龄和认知能力的差别而存在不同的评价，但我们不能因为不能彻底理解经典就否定经典，而应该对经典“不厌百回读”。随着年龄的增长和认知能力的增强，我们对经典的认识就会越来越深。作者意在劝说人们用心研读经典作品，在书籍中认识名家，发现世界，完善自我。
7.为什么要读杰作？谈谈你的看法。
明确：
杰作既是民族与人类文化的结晶，也是语言艺术的典范，它代表了一个时代在人文和语言方面的最高成就。
从获得教养的目的.出发，必须阅读杰作。一个人在青少年时代所读的书注定要影响他的一生，对其人文素养的构成起到了不可估量的作用，甚至能决定其一生的审美追求。所以，人应当在学习的起始阶段就打好精神的“底子”，确立阅读的方向。
8.如何理解“我们先得向杰作表明自己的价值，才会发现杰作的真正价值”？
明确：
“自己的价值”指对阅读的热爱和对知识的尊重，这句话阐述的是阅读的态度。阅读杰作，特别是阅读那些具有久远影响享有世界声誉的杰作，要有崇敬之心、庄重之感，否则就难以体会其伟大之处。同时，此句也是对前文“教养得有一个可教养的客体作前提那就是个性或人格”的补充说明。
7、写作特点
1.构思精巧，条理清晰。
作者从真正的修养谈起，指出研读世界文学是获得真正的教养的最重要的途径之一，进而以自身的阅读经历为例，论述应以个性或人格为前提进行获得教养的阅读，最后针对当今出现的轻视阅读的现象，提出阅读杰作的建议。论述层层推进，脉络清晰。
2.方法灵活，论证有力。
①举例论证。文中，作者以自身的阅读经历为例，将论述的道理寓于故事之中，形象易懂。
②对比论证。文章多处运用对比论证。如第2段中的“读书绝不是要使我们‘散心消遣’，倒是要使我们集中心智；不是要用虚假的慰藉来麻痹我们，使我们对无意义的人生视而不见，而是正好相反......”作者连续使用两次“不是要......是......”来论述读书的作用，增强了语言的严密性和说服力。
③比喻论证。如第1段中的“真正的修养一如真正的体育，既是完成同时又是激励，随处都可到达终点却又从不停歇，永远都在半道上，与宇宙共振，于永恒中生存”，以“体育”为喻，把抽象的道理阐释得很具体，指出真正的修养的形式是！“永远都在半道上”，即获得修养是一个不断完善自我的动态过程，而不是一个短暂的功利性行为。
3.谈话方式亲切自然，语言富有哲理。
随笔抒写的是作者对生活的某种感受，捕捉的是那种瞬间的思想火花，抓拍的是那些一闪而过的场景。作者真实地表现自己的所思所想，花费大量的笔墨，以自己的亲身经历为例，娓娓道来，强调读书需要注意的问题，如“在它数以千计的卷帙里面，绝大多数我一点不感兴趣，也永远不会再感兴趣。可是就在这故书堆中，渐渐地，我也发现了另一类东西”。语言亲切自然、富有哲理。
Teaching aims and demands:
a. Achieve language skills and related knowledge about the language of English;
b. Learn to communicate when in language difficulties:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson1
Step 1 Presentation
Get the students have an general idea about the differences between American and British English by playing a tape of various people’s talking. Ask them what countries they think these people come from.
Step 2 Warming Up
Get the students to look at the picture and ask the questions: What do you think Joe is looking for in the bathroom? Why can’t he find it?
Step 3 Reading
Ask the students to read the dialogue carefully in part 1. Then get the students to think: What is it that causes the misunderstanding between Joe and the landlady, Nancy? If necessary, explain some language points.
Step 4 Speaking
Ask the students to read the dialogue in the part SPEAKING to learn more differences between the British and American English. Then complete the following sentences as well.
Step 5 Practice
Ask the students to make a similar dialogue.
Step 6 Listening
Listen to the tape and fill the blanks in the part LISTENING.
Step 7 Homework
Finish exercise1 on page 91 in the TALKING part.
Lesson2
Step 1 Revision
Check the homework.
Step 2 Presentation
Show the students some pictures in different situations in order to get them know everywhere English is needed.
Step 3 Reading
Ask the students to read the text. And find the topic sentence in each paragraph.
Step 4 Post-Reading
Ask the students to answer the questions in the part POST-READING. If necessary, explain some language points. Then according to what they have read, get them to fill in the blanks in the following exerecise2.
Step 5 Homework
Finish exercise in the part PRACTISING in their workbooks..
Lesson 3
Step 1.Revision
Check the home work.
Step 2 Word Study
Ask the students to match the words on the left with their meaning on the right.
Step 3 Grammar
Ask the students to say something about the differences between a command and a request. Then tell which is a command and which is a request.
Step 4 Practice
Let the students to change the sentences into Direct Speech. And then finish exercise 3 in the same part.
Step 5 Workbook
If times permits, ask the students to finish the exercise2 in their workbooks in part Grammar.
Step 6 Homework
Review the last part what is Direct Speech and what is Indirect Speech.
Lesson 4
Step 1 Revision
Check the homework. by doing exercise 1 in part Grammar in the workbook..
Step 2 Presentation
Play a tape of various people’s talking. Ask which is from England and which from America. How do they tell? In this way draw the students’ attention to the difference on the pronunciation.
Step 3 Reading
Ask the students to read the text and be prepared for one question how come the difference between the American English and the British English. Explain some language points if necessary.
Ask the students to read the text again carefully and finish the exercise on page 13.
Step 4 Retelling
Ask the students to say something about the difference between the American English and the British English according to what they just learned.
Step 5 Specific Reading
Students read the paragraph about American English and fill in the chart on page 14.
Step 6 Homework
Ask the students to write a short passage about the dialects in Chinese. They can use the text as a simple.
1. make choices about/make a choice about 做出选择
2. traditional diets 传统饮食
3. keep up with the high pace of modern life 跟上现代生活的快节奏
4. be good for /do good to 对…有好处
5. be harmful to/do harm to/do sb. harm 对….有害
6. help build our body 有助于构成我们的躯体
7. keep our body functioning well 使身体功能运转很好
8. choose …from/between/among 从…挑选出来
9. go for 可以适用于
10. in the right amounts 以合适的数量
11. weigh sth 称某物
12. be high/rich in 在…方面充足/含量高
13. be short of/be low in 在….方面缺乏/贫乏（含量低）
14. make sure 确信
15. fight disease 抵御疾病
16. go /be on a diet 节食
17. lose weight 减肥
18. keep a balanced diet 保持平衡饮食
19. not only/just 不仅仅
20. gain/put on weight 增重
21. be careful with 对…小心
22. in the future 将来
23. in future 以后
24. advise sb to do sth 建议某人做某事
25. base…on…/be based on 基于
26. I have a pain here. 我这里疼
27. give advice on 就……提(意见)建议
28. make suggestions 提建议
29. make a list of 列出一张……单子
30. have a fever 发烧
31. make up 编(拟定);创设
32. all the time 一直
33. be all right 正常;康复
34. lie down 躺下
35. plenty of 大量的
36. a bar of chocolate 一块巧克力糖
37. junk food 垃圾食物
38. ought to 应该
39. keep up with 赶上
40. no longer 不再
41. offer advice about 在……方面提供建议
42. keep fit 保持健康
43. in life 一生中
44. now and then 不时, 时而
45. cut…into pieces 把……切成一片片
46. roll up 卷起来
47. become part of 成为……的部分
Unit 14 Festivals
1. dress up 盛装、打扮
2. get together 聚会
3. have…(much, something, nothing, etc.)in common
（很多,一些，没有）共同点
4. used to 过去常常
5. believe in 信任
6. enjoy the spirit of the holidays 享受节日氛围
7. commercial activities 商业活动
8. in my opinion 在我看来
9. make a decision 作决定
10. as well as 也。。。
11. in fact 事实上
12. keep…alive 保持生机
13. compare…with… 与。。。做比较
14. give away 分发
15. play a trick on 耍伎俩
16. get off 下车
17. take off 起飞
18. care about 关心
19. the cycle of life 生命的轮回
20. take in 欺骗
21. send…away 分发
22. give thanks to 对。。。感恩
23. take place 代替
24. make others happy 使他人幸福快乐
25. learn about 了解
26. spend on 在……方面花费
27. so that 以便
28. speak for 为……说话
29. the spirit of ……的精神
30. by giving away 以放弃……的方式
31. have got to 必须
32. instead of 替代
33. get out of the car 下车
34. take off one's hat 摘下礼帽
35. look into the eyes 直视（某人的）眼睛
36. shake hands with sb. 与某人握手
37. a seven-day festival 一个七天的节日
38. get together 聚在一起
39. as…as one can 尽某人所能
40. allow sb.to do sth. 允许某人做某事
41. allow doing sth. 允许做某事
Unit 15 The necklace
1. fall asleep 人睡；睡着
2. a dark night in April 四月的一个黑夜
3. a scary place 一个恐怖的地方
4. create a short play 编一个短剧
5. on one’s way to school 在某人上学的路上
6. something unusual happened 发生了异常的事
7. another normal day 又一个普通的日子
8. walk towards sb. 朝某人走去
9. don’t look very well 看上去气色不好
10. look older than one’s age 看上去比年龄大
11. ten years of hard work 十年的辛劳
12. only a small cold room to live in 只有寒舍一间
13. for the past ten years 在过去的十年里
14. in a government office 在政府部门
15. accept an invitation 接受邀请
16. after all 毕竟
17. a man with a lot of money 有钱人
18. continue to do sth. 继续做某事
19. call on 访问；拜访
20. bring out 取出；拿出
21. a lovely diamond necklace 可爱的钻石项链
22. try it on 试戴
23. look wonderful on sb. 戴在某人身上看上去很美
24. the last moment of happiness 最后的快乐时光
25. look down 低头看
26. rush back to the palace 猛地跑回宫殿
27. without luck 不幸运，不凑巧
28. day and night 日日夜夜
29. pay off 还清
30. write a scene 写一个场景
31. precious stone 钻石
32. take up several jobs 找几份工作
33. wear a new ring 戴新戒指
34. animal products 动物制品
35. play different roles 扮演不同的角色
36. lines written like a dialogue 写得像对话的台词
37. of one’s own 某人自己的
38. come up with a very good story 编成很好的故事
39. give it a try 试一试
40. take sb. for a ride 带某人去兜风
41. a thousand years from now 从现在起一千年
42. be scared 害怕
43. do the same with 照……做
44. rehearse a play 排练话剧
45. have a hard time 过的很艰难
46. solve the mystery 揭开迷团
47. earn a lot of money 赚很多钱
48. at most 至多
49. act out 演出，实施
50. would rather do … 宁愿做……
Unit 16 Scientists at work
1. each field of science 每一个科学领域
2. car accident 车祸
3. in one’s opinion 在某人看来
4. a waste of money 浪费钱
5. in the future 在将来
6. spent money (in) doing sth. 花钱做某事
7. much too expensive 太贵
8. make noise 制造噪音
9. make use of 利用
10. advantages and disadvantages 利弊
11. be good for 对……有好
12. be bad for 对……有害处
13. be famous for 以……而闻名
14. make discoveries 发现
15. all over the world 全世界
16. conduct/do an experiment 做实验
17. a number of 许多
18. to attract lightning 吸引闪电
19. get/become charged 充电
20. a great deal of 许多
21. add…to… 往…上添加…
22. tie … to… 把…绑在…
23. protect…from… 保护……以防……
24. come on 过来
25. get wet 弄湿
26. take care 小心
27. pull…from… 把……吸引过来
28. stop…from doing… 阻止……做某事
29. pick out 挑选
30. tear down 拆毁
31. end in a tie 打成平局
32. be made up of 由……组成、构成
33. at least 至少
34. have…in mind 心里想到……
35. allow sb. to do sth. 允许某人做某事
36. test on 在…（身上）做实验
37. a way of doing /to do sth. 做某事的方法
38. work with 对……有效
39. work on 做工作；从事…
40. There is no doubt that… 毫无疑问……
41. take care of 照顾
42. have no right to do sth. 无权做某事
43. fight for 为……而战
44. the same…as… 和……一样
45. break the laws 犯法
46. be on one’s side 支持某人
47. in one’s own words 用自己的话说
48. go against 违背
49. fix…to… 把……固定在……
50. conduct the electricity 导电
50. sense of smell 嗅觉
Unit 17 Great women
1. become of sb 某人的情况(怎样)
2. get along well (with sb) 相处得好
3. make an impression on sb 给某人留下印象
4. as if 好象；似乎
5. be about to do 正要做某事
6. around the corner 即将来临
7. put up 搭起; 建起
8. blow away 吹走; 卷走
9. die down 变弱;平息
10. without warning 毫无预兆
11. drop out 陷下去; 掉落
12. in good health 身体好
13. give up 放弃
14. make a decision 作出决定
15. knock over 把某人撞倒
16. be thankful for 感谢……
17. take up 开始从事
18. be mean with 在…方面吝啬
19. run away 逃跑
20. take shelter 躲避(雨、灾难等)
21. highly value sb/sth 高度重视
22. thousands of 成千上万的
23. come to terms with 甘心忍受
24. be a good example for 成为某人的好榜样
25. rise to fame 成名,名声大振
26. hold no promise 毫无希望
27. so far 至今
28. in history 在历史中
29. within reach 够的着
30. work on 从事；做…工作
31. come true 成为现实
32. believe in 信任
33. all sorts of 各种各样的
34. no matter 无论
35. do well in 擅长
36. be interested in 对……感兴趣
37. in high position 地位很高
38. the South Pole 南极
39. the North Pole 北极
40. polar bear 北极熊
41. at the opposite end of 在……对面
42. pull one’s sled 拉雪橇
43. fall into 掉人
44. stand on one’s left leg 用左腿独立站好
45. solo travel 独自旅行
46. knock sb. over. 把某人撞倒
47. refer to 所指；参考
48. the host of a talk show 脱口秀主持人
49. fight for chances 设法寻找机会
50. best of luck to you 祝你好运
51. without a strong plan 没有详细的计划
52. always be the very best 总是做到最好
53. share with 与……分享
54. struggle to one’s knees 挣扎着站起来
55. on hands and knees 爬着，匍匐着, 伏在地上
56. self rescue 自救
课型设计与课时分配：
The first period: Reading
The second period Words and Grrmmar
The third period Extensive Reading
The four period Listening
The five period Writing
The six period Summary
The First Period Reading
Teaching goals
1.Target Language
a. 词汇和短语
sunburn, struggle, super, expand, circulate, equip, export, rid…of, be satisfied with, lead a…life, search for, would rather, thanks to, with the hope of, rather than
b. 重点句子
This special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10
He cares little about spending the money on himself or leading a comfortable life. P10
He also doesn’t care about being famous. P10
He feels it gives him less freedom to do his research. P10
His other hobbies include playing mah-jong, swimming and reading. P10
Wishing for things, however, costs nothing. P10
2. Ability goals
Enable students to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem-starvation. So after reading the passage about Dr Yuan students will know the importance of his achievement to man. Of course they will learn from Dr Yuan some noble character.
3. Learning ability goals
Help students learn how to describe Dr Yuan Longping including his personality.
A. Teaching important points
1. Help to comprehend the text and grasp the main idea of the text.
2.Grasp the usage of some words and expressions.
3.How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.
B. Teaching difficult points
1.How to help students learn more about agriculture.
2.Help students really master the usage of words and expressions.
C. Teaching aids
A tape recorder, a projector and a computer.
D. Teaching procedures & ways
Step 1 Greeting and leading in
look at the two pictures on Page 9 and answer the questions:
1. What are the people doing?
2.Can you tell me something about rice?
.Step 2 Warming up
1.Discussion: (group work)
Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?
Step 3 Pre-reading
The purpose of this step is to let students know the importance of rice. By answering the two questions, students can easily understand why we call Dr Yuan Longping a pioneer for all people, and why he devotes all his life to the rice research.
1.What do you think would happen if tomorrow there was suddenly no rice to eat?
2. If you had the chance to do one thing to help end famine in the world, what would you do?
Step 4 Fast Reading
The purpose of fast reading is to let students find some useful information, and get familiar with the text. So in this step, teacher designs some questions for students, so that they can easily find the answers and finish the reading task.
1. What does Dr Yuan look like?
2. What’s his achievement?
3. What do you think of him?
Step 5 Careful Reading and Explanation
1.Give students 3 minutes to read and find the main idea of the text. While students are doing this, teacher show the chart on the screen. After they have finished their task, ask them to look at the screen and fill in it.
Show the chart on the screen.
A PIONEER FOR ALL PEOPLE
1. He wants everyone to call him a farmer.
2. His biography.
3. His personality.
4. His dreams.
Five minutes later, teachers can ask some of them to fulfil the chart. They can use words, phrases, or sentences to do this. Here is a sample for teacher to refer to.
A PIONEER FOR ALL PEOPLE
1. He wants everyone to call him a farmer.
(1) A scientist works the land.
(2) Sunburnt face and arms, slim, strong body.
(3) Grow hybrid rice.
(4) The first agricultural pioneer.
2. His biography.
(1) In 1931, born.
(2) In 1953, graduated and devoted his life to finding ways to grow rice.
(3) Last year, twenty billion tons of rice was produced. Now, Dr Yuan is circulating his knowledge.
3. His personality.
He is satisfied with his life. Because he doesn’t like money and fame.
4. His dreams.
(1) The first dream.
(2) The second dream.
2.language points:
1)“…for that’s how he regards himself”.
“how he regards himself”, means how he thinks of himself. It refers to a person’s self-image .
2) “…has more, rather than fewer troubles.”?
while “ …has more, rather than fewer troubles” means that you expect fewer troubles but in face you get more than you thought you would.
3) struggle v to make great efforts
e.g. They have struggled for years to free their country from the enemy.
I’m struggling to finish the huge helping you gave me.
4)sunburnt adj sun-tanned
e.g. His sunburnt skin looks healthy.
5)super adj (infml) excellent; splendid
e.g. You’ll like her, she’s super.
You look super in your new clothes.
It was super of you to help.
6) expand v
(cause sth to) become greater in size, number or importance
e.g. Metals expand when they are heated.
Why not try to expand your story into a novel?
7)circulate v
(cause sth to) pass from one person, place, etc to another
e.g. People who circulate false news are to be blamed.
Yet reports of this kind have been circulated by our newspapers.
The news of the enemy’s defeat quickly circulated round the town.
7) equip v
supply sb/sth (with what is needed, for a particular purpose)
e.g. Now all fishing boats are radio-equipped.
They can’t afford to equip their army properly.
Please equip yourself with sharp pencil and a rubber for the exam.
9)export v
send(goods) to another country for sale
e.g. India exports tea and cotton to many different countries.
This company has a large home market but doesn’t export.
10) rid…of make sb/sth free from(sb/sth unpleasant)
e.g. We all wish that we would rid the world of famine.
The farmer recently tried to rid the house of rats.
11) lead… a life, live… a life
e.g. Now we are leading a happy life.
In the old days farmers led a terrible life in the country.
12) be satisfied with, be content with
e.g. The young lady isn’t satisfied with the peaceful life.
Are you satisfied with his answers?
13) would rather, prefer to
e.g. I’d rather walk than take a bus.
I’d rather you knew that now, than afterwards.
Step 5 Listening and Post-reading
At first, let students listen to the tape, and then finish the exercise in Comprehending. In Step IV and V, we have involved some questions in Exercise 3, so teachers can choose some questions to do. For Exx 1 and 2, teachers can leave some time for students to finish and then check the answers with the whole class.
Step 6 Summary and Homework
Today we talked about agriculture. And we also read about Dr Yuan Longping. We have known much about the great scientist. OF course we have learned some words and expressions about farming. Please try to grasp these words and expressions after class. Now please look at the poem on the screen:
Farmers weeding at noon,
Sweat down the field soon.
Who knows food on a tray,
Due to their toiling day.
Do you know it? Read it and say whot does it mean?
(It’s 悯农 written by Li Shen.)
The title is A HARD-WORKING FARMER. This is my gift to you. Please read it together. OK, hope you can remember it when you are having your dinners. Besides, I’d like you to think: even if Dr Yuan’s dreams come true, can this really solve the starvation? Why? This is the homework. Think it over. Next time I’ll ask some of you to give your opinion in the class. Another one is to finish the exercises in learning about Language. Exercise 1,2 and 3 are about useful words and expressions. Finish them.
The Second Period Words and Grammar
Teaching goals 教学目标
1. target language 目标语言
a. 词汇和短语
sunburnt, hunger, expand, circulate, struggle, export , output, satisfied , strain , rid ……of , lead a ….life, would rather , thanks to
b .语法
The-ing form as subject and object.
2. Ability goals能力目标
Enable students to master the usage of the words and expressions above and use the –ing form as subject and object correctly and freely.
3. Learning ability goals 学能目标
Help students learn how to use these words and expressions freely to express their ideas and use the–ing form as subject and object as they like. They can also practise actively and attentively do that they reach their goals
A. Teaching important points 教学重点
The usage of the important words and the-ing form used as subject and object .
B. Teaching important words points
How to use the words and expressions and the-ing form freely .
C. Teaching method
Explaining , discussing and practicing .
D. Teaching aids
A projector and a computer.
E. Teaching procedures & ways
Step 1 Greeting and revision
Free talk:
1. What’s your breakfast ?
2. When you are eating at the dinning-room, do you often find some food thrown away ?
Step II word study
A. Complete the exercise on the screen. Teaches shows the following in the screen
Complete the sentences with the words from the box in proper forms. Some
Words may not be used.
Sunburnt, strain, output , export , rid …of , would rather , increase , satisfied , super ,lead…a life , thanks to , struggle
1. With the development of science and technology china is ____ many kinds of electric products to developing countries.
2. Yao Ming plays basketball in NBA and he is a ____ basketball star.
3. _____ bad weather ,our football match has to be put off.
4. Now the old couple _____ simple but happy _____ in the countryside .
5. Judging from his ___ _face and arms , he works in the open air .
6. I’m very tired . I _____ have a good sleep than go to the cinema .
7. The ____ of corn this year is double that of last year .
8. We ____ wheat to Russia and import silk from Japan .
9. The basketball league _____ by adding four new terns .
10. The people _____ to get out of the burning building .
A few minutes later , the teacher may ask some students to read out their answers and give the Chinese meaning of each sentence . The teacher corrects any mistake and gives some explanations.
Answers to the sentences:
1. exporting 2.super 3.thank to 4. is leading a …life 5.sunburnt 6.would rather 7.output 8.export 9. was strained 10.struggled
B.Finish the Exx 1,2 and 3 on page 11.
Step III grammar
There are two tasks in this step. One is to do some explanations about the structure ; the other is to do some exercises in the discovering useful structures in page 12.
Task 1
A. The following sentences are from the text. There are some useful structures in them . Let students translate them and pay attention to these boldface words .
1…..,he cares little about spending the money on himself or leading a comfortable life . p 10
2.He also doesn’t care about being famous. P 10
3.His other hobbies include playing mah-jong ,swimming and reading .
p 10
4.Wishing for things , however , costs noting . p 10
B.Complete the sentences with the given words in proper forms.
1. Fancy Mary _____ (do ) a thing like that !
2. _____ ( take ) physical exercise every day is profitable to our health .
3. That is a matter of importance , it wants ______ ( handle ) carefully .
4. Her not _____ (come back ) made us disappointed .
5. I must apologize for ______ ( not let )you know ahead of time .
6. Mr Brown regretted ______ (beat ) his son.
Check the answers and correct mistakes if there is any and do some explanations at the same time .
Task 2
A .Do some exercises: Please do ex 2 on page 12. You are asked to rewrite the following sentences using the -ing form as the subject .
Ask some students to do them one by one .
B. Do Exercise 3. This time join the two halves to sentences.
C. Finish EX4 in page 13. Use the following phrases with the –ing form to describe a person you admire.
Teacher can give students four minutes to write a short passage by themselves and then ask one or two students to give their answers.
Step IV Using Structures
A. Finish Exercise 1 on Page 50. Check their answers with the whole class .
B. Exercise Now work in pairs or groups to finish this task.
Step V Homework
Finish all Exercises on Page 49.
The Third Period Extensive Reading
Teaching language
1.Target language
A 重点词语
mineral , reduce , organic , level , whatever , bacteria , refer to , year after year
B 重点句型
It also refers to crops growing with natural rather than chemical fertilizers. P13
Putting this in their fields, they argue, makes the soil……… P13
This is importing because developing a healthy soil reduces diseases …… P13
However, using chemical fertilizers is a big problem. P13
Firstly , leaving chemicals in the ground a long time is not good for ……… P13
Instead, organic farmers insist on changing crop every two or three years. P14
These put the minerals back into the soil, making it rich and healthy … P14
…make sure that what is left in the ground after harvesting becomes a …… P14
2.Ability goals 能力目标
Enable Ss to master the main idea of the text and know the ways of organizing articles.
3.Learning ability goals 学能目标
Help students learn how to enlarge the words and know the ways of the same topic.
A.Teaching important and difficult points
1． How to grasp the main idea of the passage.
2． How to grasp the words and phrases and be able to use them of the same topic.
B.Teaching methods
Show questions, read fast, find the main idea carefully and finish all the tasks.
C.Teaching aids
A recorder and a projector.
D.Teaching procedures & ways
Step I Greeting
Step II Reading
There are three tasks in this. Teachers can ask students to read the articles one paragraph by one paragraph. Ask them some questions about the passages. There are three paragraph in the article. In each passage, there are one or two questions. When students finish these questions, they will find that the structure of the text has turned up.
Task 1 : Questions about the text.
Show the questions on the screen:
1. what is the organic farming?
2. what is the advantage of using natural fertilizer?
3. what is the disvangtage of using chemical fertilizers?
4. what’s the main idea of paragraph 3?
5. why do farmers grow their crops in such ways?
Read the text one paragraph by one paragraph and answer the questions.
Task 2: Structure of the text
Look at the screen. This is the structure of the text. Read it and retell the text according
This is the structure of the text. Read it and text according to it.
Give students some time to retell the text by themselves.if time permits, teacher can ask some of them to read out his or her passage.
Task 3: Exercises on Page 14
Because some of the exercises have been involved in Step II, teachers can leave this part to students.
For Exercise 3, here is a simple:
Organic farming means crops growing with natural fertilizers instead of chemical ones. Yhe natural fertilizer which is natural waste from animals does good to soil. It makes the soil richer in minerals while chemical fertilizers damage the soil, leaving chemicals fertilizers in the ground for a long time and killing both helpful and harmful bacteria and pests. Organic farmers keep the soil rich and healthy by changing plants every two or three years, planting different crops in different layers and planting grass between crops to prevent wind or water from carrying away the soil.
Step III Listening and Language points
1. Listen to the text carefully and pay attention to meanings of the bold words and try to grasp the main idea of each paragraph.
2. Check the meanings of the bold words.
“refer to” means “mean”.
“minerals” means “substances that bodies needs in slight amount”. “Reduce” means “make smaller in number ”.
“Supply” means “something provided
“bacteria” and “poests” mean “microscopic organisms that exist in large number in air, water and soil and insects or animals that destroy plants”.
“level” means “layer”.
“whatever” means “no matter what” .
3. Do some explanations about some important words and phrases.
Show the following sentences on the screen:
1. reduce V make sth smaller in size, number, degree, price, etc
e.g.
This company tries to increase profits by reducing costs.
We have reduced expenses this year.
2. supply V give sb sth that is needed or useful
e.g.
He kept me well supplied with cups of coffee while I wrote the report.
The shop was unable to supply what she wanted.
In Britain milk is supplied to each house in bottles.
3. whatever pron any or every(thing)
e.g.
we will be grateful for whatever amount you cab afford.
Whatever I have is yours.
4. refer to V mention or speak of sb/st
e.g.
When I said some people are stupid, I wasn’t referring to you.
Don’t refer to this mater again.
5. year after year
e.g.
The villagers plant trees on the hill year after year
Step IV Further reading
Translate the sentences and pay attention to the boldfaced parts of each sentence.
1. It also refers to crops growing with natural rather than chemical fertilizers. P13
2. Putting this in their fields, they argue, makes the soil … P13
3. This is important because developing a healthy soil reduces diseases ... P13
4. However, using chemical fertilizers is a big problem. P13
5. Firstly, leaving chemicals in the ground for as long time is not food for… P13
6. Instead, organic farmers insist on changing crops every two or three years. P14
7. These put the minerals back into the soil, making it rich and healthy … P14
8. … make sure that what is left in the ground after harvesting becomes a … P14
Step V Reading on Page 51
A. Answer these questions:
1: What’re his ambitions or dreams?
2.What made him have such ambition?
3.How did he get his achievement?
4. How many suggestions did he give to farmers?
5. What’s his contribution?
B. Fill in the chart in Page 52.
After students finish the chart, check the answers.
Step VI Homework
To collect some information about the safety and importance of green food.
The Fourth Period Listening
Teaching goals 教学目标
By listening the materials, require the students to grasp the ways of listening and try to improve their listening ability.
1. Ability goals
Get the key words of each listening material, and then get the main ideas of theirs, so that students can catch the passage and realize the purpose of listening.
a. Change what they heard into their own thoughts and express them out in their language.
2. Learning ability goals
Help students get some skills in listening: First listening to get a general idea; second listening to find some key words and write down the required information; finally, check the answers.
A. Teaching important and difficult points
Train to get the key words by reading the questions before listening, understand the whole passage and then answer some questions about the text.
B.Teaching methods
Instruction and practice
C.Teaching aids
A tape recorder and a projector
Teaching procedures & ways
Step I Lead-in
Free Talk:
Where did you go over your weekend?
Step II Listening on Page 14
1. Teacher shows the following words and asks students to tell their meanings in Chinese.
valley competitor determined pour carrots cucumbers pumpkins attack
wildfire sigh solid
2. Listen to the tape for the first time, and get a general idea of the passage.
.
3. Listen to the tape again and fill in the chart in Exercise 1, page 14.
Show the answer chart on the screen for students so that they can check it quickly.
Farming Practices Mr Jone’s farm Mr Smith’s farm
Crops grown Carrots, cucumbers, pumpkins Carrots, cucumbers, pumpkins
Fertilizer Chemical Natural
Other plant nutrition Water Water
Results Empty inside Solid and healthy indise
4.Listen to the tape once again. This time we’ll finish Exercise 2 and 3.
Step III Listening on Page 48
Play the tape for three times. Ask students to finish the whole exercises And then check the answer with the whole class.
Step IV Listening on Page 50
This is an easy listening material. The purpose is to give students some information about early faming methods in different area of the world. What students should do is to read the descriptions on Page 50,and match them with the correct sites on Page51. listen twice.
Check the answers with the whole class.
Step V Summary and Homework
Today we mainly do some listening practice. Desert is expanding continuously, which makes us worried. As students we should pay more attention to the environmental problems. We should try to play our role in stopping our earth from becoming word please do more practice after class so as to improve your listening ability.
The Fifth Period Writing
Teacher goals
1. Target language
I would rather ...
I don't ...because ...
I'd prefer ...because ...
It's a great pity that ...
Should I/ we ...?
It's better to ...
This is good value because ...
If I have a choice I'd choose ...because ...
What is the advantage of ...?
You need to ...
2.Ability goals
To improve students' integrating skills. It helps students express themselves and develop an argument to try to persuade to believe that their ideas are correct.
3.Learning ability goals
Let students learn how to express themselves and write a clear and attractive poster to persuade to believe what they say.
A.Teaching important and difficult points
1. To understand what they read.
2.How to find reasons to persuade people to believe what they say. 3.How to write an attractive poster.
B.Teaching methods
Reading, speaking ,discussing and writing.
C.Teaching aids
A projector and a recorder.
D.Teaching procedures & ways
Step I Lead-in
There are three main tasks in these period.
1. Deal with the reading. Speaking and Writing on Page 15.
2. Do SPEAKING AND WRITING TASK on Page 53.
3. Finish TALKING on Page 48
Step Ⅱ Reading
1.This is the first step of Reading, Speaking and Writing. In the three steps, teacher should remind students the following: for reading, they should get the key words of the passage, in order to get a good understanding and make a good base for the writing; for speaking, they should attend to what they will do. Be careful not be off the point; for writing ,the most important thing is to practise writing using phrases, instead of the whole sentences. Give students a minute to read it and then show a chart on the screen to let them make sure the important points of this passage.
Advantage:
1. Healthy and safe
2. Free of chemical fertilizers
3. Grown away from industrial areas
4. Away from dirty water supplies Disadvantage:
1. People don’t know about the food and how good it is
2. More expensive than other food which is not so safe
Read Exercise 2 and then finish the task with the words and expressions below. Make sure that all that the students say is to persuade people to buy their food! So please don't be off this point. Give students some time to do this.
Step Ⅲ Speaking
Three minutes later, teacher can collect students' ideas. There are two kinds of ways to do this task. One is the seller's speech; he other is dialogue between two students. Students can choose either of them to practise the phrases below.
Step Ⅳ Writing
In this part the students should not use the whole sentences, using phrases or notes is OK. Ask students to read the instructions, and the example on Page 16 carefully. And then write down their poster.
Give students three minutes to practise. And give them enough help, if some of them need it. Three minutes later teacher can ask one or two pairs of students to-act out their dialogues.
Main heading
This explains that you sell green food.
Reasons to buy
1. ( one reason )
2. ( one reason )]
3. ( one reason )
4. ( one reason )
Why it is good value. Buy the best fruits here
We only sell green food in this shop!
Best choice at best price!
Safe, healthy, clean, fresh. Far away from any pollution.
1. No chemical fertilizer, all organic fertilizers
2. Clean air, clean water
3. No poison, no pesticides
4. Home in heaven
Healthy food means healthy life. Far away from diseases, without worries, full of happiness. ( one reason )
Step V Talking
The purpose of this task is to let students practice how to persuade others, using some useful expressions below the instructions. There are two points that students should pay attention to. One is that they must know what is the subject they will talk about; the other is that they should use the expressions to practice presuasive skill. So, there are two tasks to finish the talking. First, teacher should help the students to remember who is Leng Jianli and what did she do. Second, ask the students to practice.
the chart will give you more information about Leng Jianli. Maybe it is useful to your talking.
What Leng Jianli did
● Plant trees, bushes and other plants in the desert near her farm.
● Carry water from far away and take very good care of them.
● Have been working very hard for many years.
● Turn desert into farmland.
Read the instructions in Talking on Page 48.
Step Ⅳ Speaking and Writing Task on Page 53
If time permits, teacher can do the "Speaking and Writing task on Page 53 in this period, or leave it as homework.
Sample writing:
A fish farm is a pond or cage in the sea where farmers raise fish. In this case farmers can help fish grow faster to be big enough. This summer holiday I'm going to visit a fish farm near Yingshan lake.
A fish farmer has to be careful when he keeps fish in a pond .He must keep the water of the ponds from becoming too dirty. He also is to keep fish very close together.
What I am most interested in is to feed fish. I think fish must be fed regularly--twice or three times a day. I enjoy the scene in which fish jump up to take food. Besides feeding, the other task I have to do is to try to stop fish being affected by disease. I understand that fish disease are a serious problem. If that happened, all the fish in the pond would die. So I have to examine fish for disease. If so,I have to give some medicine to the fish.
I imagine I'll be busy on a fish farm and have a good time.
Step Ⅶ Homework
1. Finish the Project on Page49 .
2. Summing up on Page 16.
The sixth Period
Teaching goals
1.Target language
Word and expressions of this unit.
2.Ability goals
Enable students to summarize what they learned and make a check by themselves.
3.Learning ability goals
Help Ss learn how to summarize what they have learned according to the instructions in the Summing up and Checking Yourself.
A. Teaching important and difficult points
How to review and conclude what students learned.
B. Teaching methods
Help students learn by themselves.
C.Teaching aids
A projector.
C. Teaching procedures & ways
Step I Exx on page 49
For Exx 1 and 2, teacher can show them the answer sheet, so that they can check the answers quickly. For Exercise 3, teacher can ask some of them to go to the blackboard to write down their translation. And then check them with the whole class. If there are some problems, teacher can ask student to discuss and give them some suggestions to solve them.
Step II Summary
1.Fill in the chart on Page 16 to sum up what we have learned in this unit.
SUMMING UP
Write down what you have learned about working the land.
We have learned about agriculture and deeds of Dr Yuan Longping. We also know what organic farming is and grasp how to express our ideas and write a poster.
From this unit you have also learned:
Useful verbs: expand export circulate rid…of reduce struggle equip
Useful nouns: hunger bacteria fertilizer mineral supply level
Useful adjectives and adverbs: super sunburnt satisfied fertile organic
Other expressions: would rather lead a…life refer to year after year
New grammer item: the –ing form used as the subject and object
Step III Project
As for project on Page 54.teachers can ask the students to choose three kinds of crops and refer to some books to find out where they are grown. Students may be asked to make a booklet after class and display it on the classroom wall for the rest of the class to enjoy. The contents of the booklet include if they can be grown in different climate and countries and where they cannot be grown.
Here are some information for them to refer to::
Cucumbers are grown for eating fresh or preserving as pickles. They must be grown in warm temperatures and full sunlight, and will not stand frost. Cucumbers mature quickly and are best suited to large gardens but can be grown in small areas if caged or trellised.
Cucumbers do best in loose, sandy loam soil but can be grown in any well drained soil. Remove rocks, large sticks and trash before preparing the soil. Leave fine pieces of plant material such as dead grass and small weeds. They will help enrich the soil when turned under. Spade the soil to a depth of 8 to 12 inches. This is about the depth reached by most shovels or spading forks. Turn each shovel of soil completely over so all plant materials are covered with soil.
Tomatoes are warm season plants requiring at least six hours per Temperatures are very important. Most varieties of tomatoes will not set fruit unless the average nighttime temperature stays above 55degrees. If nighttime temperatures are expected to drop below 55 degrees, protect the plants using a polyethylene film.
One of the most common problems with tomatoes is called blossom end rot which appears as a gray or dark leathery scar or rot on the blossom end of the fruit. It can also be caused by a lack of calcium in the soil. Another common problem of tomatoes is blossom drop. This can occur if nighttime temperatures drop below 55 degrees and plants are not protected. Germination and tube growth are so slow that the blossoms drop off before they can be fertilized.
Peas are a frost-hardy, cool-season vegetable that can be grown throughout most of the United States, wherever a cool season of sufficient duration exists. For gardening purposes, peas may be classified as garden peas (English peas), snap peas and snow peas(sugar peas). Garden pea varieties have smooth or wrinkled seeds. The smooth-seeded varieties tend to have more starch than the wrinkled-seeded varieties. The wrinkled-seeded varieties are generally sweeter and usually preferred for home use. The smooth-seeded types are used more often to produce ripe seeds that are used like dry beans and to make split-pea soup. Snap peas have been developed from garden peas to have low-fiber pods that can be snapped and eaten along with the immature peas inside. Snow peas are meant to be harvested as flat, tender pods before the peas inside develop at all. The Southern pea (cowpea) is an entirely different warm-season vegetable that is planted and grown in the same manner as beans.
Step IV Checking yourself
This is a chance for students to collect knowledge they have learned in this unit. Teacher can give the students some time to discuss it and then finish the questions in the chart. Doing this task can improve students ability of teaching by oneself.
Step V Homework
1.Preview the next unit
2.Show the students some English farming proverbs and ask the students learn them by heart:
He who does not rise early never does a good day’s work.
起床不早，一天的工作干不好。
Go to bed with the lamb and rise with the lark.
随羔羊就寝，与云雀同起。
A barley-corn is better than a diamond to a cock..
对一只公鸡来说，一颗麦粒优于一颗钻石。
The cuckoo comes in April, and stays the month of May; sings a song at Midsummer, and then goes away.
布谷鸟，四月来，五月一直在，仲夏唱歌，然后就离开。
Always take out the meal-tub, and never putting in, soon comes to the bottom.
取粮不储粮，桶底粮光光。
No mill, no meal
不磨面就没饭吃。
