以下是小编为大家收集的人教版高二Unit 19（共含9篇），欢迎参阅，希望可以帮助到有需要的朋友。同时，但愿您也能像本文投稿人“爱上自由”一样，积极向本站投稿分享好文章。
§2.1 词句贯通
1.pay back偿还；报答；报复
Can you lend me some money? I’ll pay you back tomorrow.
你能借给我一些钱吗？我明天就还你。
He paid me back the 100 dollars he owed me.
他把欠我的100美元还给我了。
He paid the money back soon after he got a well-paid job.
他找到高薪工作后，很快就把钱还给了我。
Susan doesn’t know how to pay him back for his help.
苏珊得到他的帮助，不知如何报答。
He paid me back by not coming.
他没来，以示对我的报复。
2.mercy n.仁慈，怜悯，宽恕；侥幸，幸运
The general showed no mercy,and his prisoners were all killed.
那位将军没有仁慈，他所有的犯人都被处死了。
It’s a mercy that the accident happened so close to the hospital.
很侥幸，这次事故发生在离医院不远处。
have mercy on/upon sb.;show mercy to sb.
宽恕、怜悯某人
They have no mercy on the poor father and daughter.
他们不怜悯这对可怜的父女。
Have mercy on me,please.
请宽恕我吧。
beg for mercy 乞求/请求宽恕
He went down on his knees and begged for mercy.
他跪下来，乞求宽恕。
at the mercy of “任由……摆布，在……掌握中”
I shouldn’t like to be at the mercy of such a cruel man.
我不想任由这个残忍的家伙摆布。
They were lost at sea,at the mercy of the winds and waves.
他们在海上迷失了方向，任由风浪摆布。
We were at the mercy of the enemy.
我们的命运在敌人的掌握中。
3.envy vt.羡慕，妒忌
What a grand thing it is to be a musician! How I envy you.
当一名音乐家有多伟大啊!我真羡慕你。
envy后常接双宾语，构成envy sb. sth.“忌妒某人的……，羡慕某人的……”。
I envy you your health.
我羡慕你的健康。
I envied him his experience.
我羡慕他的丰富经验。
I don’t envy you your journey in this bad weather.
我不羡慕你的旅行，天气这么不好。
How I envy you your talent!
我真是羡慕你的才能哟!
4.tear up撕毁；取消
John tore up his test paper so that his father wouldn’t see his low grade.
约翰撕毁了他的试卷，生怕他爸爸看到他得了那么低的分数。
She tore up the letter angrily and threw it into the dustbin.
她气愤地撕毁了那封信，把它扔进了垃圾箱。
They tore up the agreement without any reason.
他们无缘无故地取消了那份协议。
5.swear v.发誓；宣誓；断言；保证
They swore eternal friendship.
他们发誓友情不渝。
He swore never to drink.
他发誓绝不再喝酒。
He swore to tell us the truth.
他发誓给我们说实话。
He swore to be faithful to us.
他发誓效忠我们。
He swore his story was true.
他发誓他所讲的是真实的。
I swear that you are wrong.
我断言你错了。
swear to having done sth.
发誓说做过某事，坚持说做过某事
He swore to having been there then.
他发誓说当时他在那里。
I swore to having paid for the goods.
我发誓说已付了货款。
6.declare vt.宣布；声明
The new government declared a state of war with Germany.
新政府宣布与德国处于战争状态。
Jones was declared the winner of the match.
琼斯被宣布是这场比赛的胜者。
India declared her independence in 1947.
1947年印度宣布独立。
She declared that she didn’t want to see him again.
她声明她再也不想见他。
The Chinese government declared that Taiwan is part of China.
中国政府声明，台湾是中国的一部分。
declare sb./sth.(to be)…“宣布成为……；声明是……
He declared himself to be a member of their Party.
他宣布加入他们的党派。
His actions declared him to be an honest man.
他的行为表明他是个诚实的人。
7.court n.法庭，法院；开庭；球场
The court found him guilty.
法庭发现他有罪。
The prisoner was brought to court for trial.
那个犯人被带上法庭接受审判。
The case was settled out of court.
该案件在庭外解决了。
Several cases await trial at the next court.
下次开庭有几个案件等着审判。
He met her at the tennis court.
他在网球场见到了她。
Are all the players on court yet?
所有球员都到场地了吗？
take sb.to court 对某人起诉，控告
She decided to take him to court.
她决定控告他。
注：court很多情况下不加冠词。
8.murder vt.谋杀；杀害
He murdered the old woman for her money.
他杀害了那位老妇人以获取她的钱财。
He murdered his rival in cold blood.
他残忍地杀害了他的对手。
Gandhi was murdered by an Indian who opposed his views.
甘地被一位反对他的主张的印度人所杀害。
murder n.谋杀；凶杀；凶杀案
a case of murder一起凶杀案
an attempted murder杀人未遂
commit murder犯杀人罪
She cried,“Murder!”她大喊：“杀人了!”
He was convicted of murder and sentenced to life imprisonment.
他承认杀人，被判终身监禁。
There were three murders in one month.
一个月之内发生了三起凶杀案。
The number of murders is rising in San Francisco.
在旧金山，凶杀案的数量在不断增加。
9.immediately adv.立刻；马上
He came home immediately after work.
他一下班就马上回家。
I wrote back to her immediately.
我立刻给她写了回信。
immediately conj.一……就……
Immediately he came home,I told him about that.
他一回家，我就告诉他那件事了。
She recognized me immediately she saw me.
她一看到我就认出了我。
I left immediately the clock struck twelve.
12点的钟声一响我就离开了。
10.conflict n.冲突；战斗
Nations must not settle their differences by armed conflicts.
各国不应通过武装冲突解决国家之间的分歧。
There is no conflict between church and state in Britain now.
在英国教堂与政府之间已不存在矛盾。
You should avoid conflict with your neighbors.
你应避免与邻居争执。
come into conflict with与……冲突；与……有矛盾
The two sides came into conflict last week,causing 5 people dead and many injured.
双方上周发生了冲突，造成5人死亡，多人受伤。
The husband often comes into conflict with his wife.
这位丈夫经常与妻子发生矛盾。
in conflict with与……冲突；与……有矛盾
My interests are in conflict with theirs.
我的利益与他们的冲突。
His words are in conflict with his actions.
他的言行不一致。
§2.2 发散思维
1.as far as
①到某一指定地点；远达
He walked as far as the post office.
他一直步行到邮局。
I’ll see you off as far as the airport.
我将一直送你到飞机场。
②同样的距离
We didn’t go as far as others.
我们没有别人走的那样远。
③(程度，范围)就……而言；至于，尽……
As far as I know,he isn’t coming to the party.
就我所知，他不会来参加这次聚会。
I’ll help you as far as I can.
我将尽我所能帮助你。
This is as far as we go.
我们到达终点了。
as/so far as…be concerned就……而言
As far as I am concerned,I cannot object to your marriage.
就我个人而言，我不反对你们的婚事。
As far as he is concerned,he can’t afford such an expensive car.
就他而言，他买不起这么贵的汽车。
2.order vt.命令；下令
order后可接名词作宾语。
The chairman ordered silence.
主席要求大家安静。
order sb. to do sth.命令某人做某事
The policeman ordered the drunken man leave the shop.
警察命令那个醉汉离开商店。
The doctor ordered me to take a rest for a week.
医生指示我要我休息一周。
She ordered the baggage to be brought to her room.
她吩咐把行李搬进她的房间。
order后可接that从句，从句中的谓语动词用“should+v.”形式，should可省略。
The king ordered that the man be released.
国王下令释放那个人。
The officer ordered that the guns be fired.
军官下令开炮。
order有时可与某些副词或介词短语连用。
He ordered me away.他命令我走开。
The father ordered his son out of the house.
父亲要儿子离开家。
Warming up
To be，or not to be-that is the question.
生还是死--这是个问题。
点拨：这句话是莎士比亚的戏剧《哈姆雷特》中的一个名句。意思可以理解为:To live or not to live-that is the question.对与这种名句名言类的，在平时写作中可以采用仿拟的修辞手法，给人印象深刻。根据家喻户晓的成语或谚语，临时更换其中的某个部分，造成新的成语或谚语；或者根据古今名言警句，在保持其原句不变的情况下，更换其中部分词语，这种修辞方式叫仿拟。
e.g.1.To lie or not to lie-the doctor’s dilemma.
撒谎还是不撒谎--医生的难题。
e.g.2.To do it or not to do it is not the only question.
做还是不做这事不是唯一的问题。
Uneasy lies the head that wears a crown.
戴王冠的头是不能安于他的枕席的。
点拨：lie:平卧；摆放；处于……状态存在；内含；位于，延伸。
e.g.1.He is lying under a tree sleeping.他正躺在树下睡觉。
e.g.2.The dust has lain undisturbed for years.尘土积在那儿很多年了。
e.g.3.Mary has lain sick in bed for years.玛丽已经卧病在床多年。
e.g.4.The solution lies in research.答案在研究中。
e.g.5.The lake lies beyond this mountain.翻过这座山就是湖。
e.g.6.Our land lies between the hill and the river.
我们的土地位于这座山和那条河之间。
联想：lie的常用短语
（1）lie down 少有作为，一事无成
Jack is lying down on the job.杰克在工作上一事无成。
（2）lie with 由……决定，取决于，视……而定
e.g.Many teachers believe that the responsibilities for learning lie with the student.
许多老师认为学生应该自己负责自己的学习(而不是完全依赖老师)。
点拨：wear 表示“穿（衣服）、戴（衣帽、首饰、纪念章）”时，强调状态；还可以表示“留着（胡须、头发）”“表现出（样子）”等。可以用于进行时态。如:
e.g.1.He is tall and wears glasses.他个头高,戴着眼镜。
e.g.2.She wears beautiful long hair.她留着一头美丽的长发。
e.g.3.She wears a string of pearls around her neck.她的脖子上戴着一串珍珠项链。
e.g.3.She was wearing an innocent smile.她带着天真的笑容。
联想：wear的常用短语
（1）wear out 穿破/旧,逐渐耗尽;使疲惫不堪;使虚弱,使衰老
e.g.1.Cheap socks wear out quickly.便宜的袜子很快就会穿破。
（反义句:These socks wear long.这些袜子很耐穿。）
e.g.2.His patience wore out at last.最后他的耐心消失了。
e.g.3.He was worn with care and anxiety.忧虑和操心折磨着他。
（2）wear away 磨损,(时间)消逝
e.g.1.Time wore away.时间逐渐消逝。
考考你：
今天她穿着一件红毛衣。
She a red sweater today.
答案：is wearing
Words,words,only words,no matter from the heart.
空话，空话，只有空话，没有一点真心。
点拨：这句话出自莎士比亚的剧作TROILUS AND CRESSIDA。原句为:Words,words,mere words,no matter from the heart.其中no matter from the heart在此表示没有一点真心，matter在这里表示“实质的东西”。
联想：no matter还可以作“不论，不管”解，常用于引导让步状语从句，用于下列句式中:no matter+what (when,how,who,where等)引导的从句＋主句。由 no matter引导的让步状语从句也可以放置在主句之后。
e.g.1.No matter what Jenny says,don’t believe her.
不管詹妮说什么，都不要相信她。
e.g.2.You’ll always be welcome,no matter when you come.
不管你什么时候来，你都是受欢迎的。
e.g.3.I won’t let you in,no matter who you are.
不管你是谁，我都不会让你进来。
e.g.4.No matter where they went,they found people friendly.
不管他们走到哪里，都发现人们很友好。
辨析：no matter+wh-和wh-+ever的用法区别
“特殊疑问词＋ever”引导让步状语从句时，可用“no matter＋特殊疑问词”来替换。但是，前者还可以引导名词性从句，这时不能替换。
e.g.1.Do whatever you please.你喜欢做什么就做什么。
e.g.2.However (=No matter how) he did it,it was very clever.
不管他是怎么做的，他做得很聪明。
e.g.3.No matter what (=Whatever) happens,we’ll meet here tonight.
不管发生什么事情，我们今晚都在这儿碰头。
e.g.4.He seems to make enemies wherever (=no matter where) he goes.
他看上去总是到处树敌。
考考你：
1.You will realize breaks the law will be punished.
A.that those that B.those whoever C.that those who D.whoever
2.Please give the present to wins the first prize.
A.whom B.whoever C.whomever D.who
3.No matter hard it may be,I’ll carry it out.
A.however B.what C.whatever D.how
答案：1.D 2.B 3.D
Listening
What must Antonio give Shylock if he can’t pay back the debt？
如果安东尼奥没有能力偿还贷款，那么他要付给夏洛克什么？
点拨：pay back(=pay off,pay out,serve out)报复；偿还；偿付
e.g.1.I’ll certainly pay you back for what you did to me!
你那样对待我,我一定会回敬你的!
e.g.2.How can I pay you back for all your kindness?
你的这番好意我该怎么报答呢?
辨析：pay off，pay out，pay up
（1）pay off 还清；偿清；报复；偿还,结清工资解雇（某人）；成功
e.g.1.He finally paid off all the debts.最终他终于还清了所有的贷款。
e.g.2.He finally paid off the crew of a ship.他最终发清了全船船员的薪水。
e.g.3.Did your plan pay off?你的计划成功了吗？
e.g.4.Our plan certainly paid off;it was a great idea.
我们的计划当然成功了,那是个很好的主意。
(2)pay out 花费；支出
e.g.I paid out a lot of money for that car.
为了那辆汽车我花了不少钱。
(3)pay up（不情愿地）付清；还清（债务）
e.g.If you don’t pay up,I will take you to court.
如果你不还清欠款，我就到法院告你。
Speaking
What makes a play a masterpiece is that the ideas behind the play are about problems which are still important to people of different ages in modern times.
一部戏剧之所以能成为著作，关键在于这部戏剧里所探讨的是各年龄阶段的现代人所关心的问题。
点拨:表语从句:放在系动词后，这些系动词有:be,look,remain,seem等。另外，还要特别注意常用的“the reason…that”(不用because)和“it (this,that) is because…”结构。
e.g.1.The lesson we can learn from Chuck is that friends are teachers.
我们从查克身上明白了朋友就是老师。
e.g.2.The reason why he was late for class was that he got up late.
他迟到的原因是因为他起晚了。
e.g.3.The problem remains that we can’t get so many volunteers.
我们无法找到这么多志愿者，这个问题依然没解决。
点拨：people of different ages表示所属关系“(属于)……的”；表示“关于……的”；表示同位关系；表示性质、内容 、状况等。
e.g.1.man of that time 那个时代的人
e.g.2.I am really into long stories of adventure.我非常喜欢看长篇冒险故事。
e.g.3.The city of Rome has a long history.罗马市历史悠久。
e.g.4.The name of Tom is a very common boy name.
汤姆这个名字是个很常见的男孩名字。
e.g.5.He wears a look of pity.他脸上露出令人哀怜的神色。
e.g.6.Jack is really a man of ability.杰克真是个能干的人。
e.g.7.a mountain of great height（= a very high mountain）一座高山
有时介词可以省略:
e.g.8.He is a boy（of）your age.他和你同龄。
e.g.9.She wears shoes（of）the size of yours.她穿的鞋和你的尺码一样。
点拨：in modern times
times在此处的意思是“时代，时期”。
e.g.1.in ancient times 古代
e.g.2.ahead of one’s time 思想超时代的
e.g.3.behind the times 落伍，跟不上时代
Despite the fact that nobody really likes Shylock,the Duke does not want to kill him.
尽管事实是没人喜欢夏洛克，但是公爵并不想处死他。
点拨：despite prep.不管；不顾；即使
e.g.1.Despite the bad weather we enjoyed our holiday.
尽管天气不好，我们的假期仍过得很愉快。
e.g.2.He remains modest despite his achievements.
尽管他取得了成绩，却仍然保持谦虚。
联想：同义词组:in spite of 虽然；尽管……仍
e.g.We went out in spite of the rain.尽管下雨我们还是出去了。
Reading
It’s useless trying to argue with Shylock.
跟夏洛克讲理是没有用的。
点拨：It’s no good／no use／no harm／no fun／useless／a waste of time＋动名词…做……是没有好处／无用／无害／无趣／无用／浪费时间的。
e.g.1.It is no use learning without thinking.学而不思则罔。
e.g.2.It’s no use your telling me not to worry.
你告诉我不要担心，但那是没用的。（我还是很担心）
e.g.3.It’s no good crying over spilt milk.后悔是没有用的。<谚语>覆水难收。
e.g.4.It’s no good my talking to him.我同他谈没有用。
If you offered me six times what you have just offered,I would still take my pound of flesh.
即使你愿意给我六倍于你刚才提出的钱数，我仍然要拿我应得的那一磅肉。
点拨:offer 既可作动词又可以作名词。表示主动提出，提供（一种东西或一项建议）；还表示出价,与介词for连用。不论用作何种词性，后面均可跟不定式。
e.g.1.As young men,we should offer the old our seats on a bus.
作为年轻人，我们应该在公交车上给老年人让座。
e.g.2.I offered him $1 000 for the coat.我向他出价1000美元买这件外套。
e.g.3.They offered their house for sale for thirty thousand dollars.
他们出售房子，要价三万美元。
e.g.4.He offered to pick us up on the way to the railway station.
他主动提出可以在去火车站的路上接我们。
e.g.5.Please make an offer for the bamboo shoots of the quality as that in the last contract.
请把上次合同中订的那种质量的竹笋向我们报个价。
点拨：time作“倍数”解释时，是可数名词，用time表示“A是B的几倍大（长，宽，高，深等）”“A比B大（长，宽，高，深等）几倍”，常见的句型如下:
(1)A is three (four,five,etc.) times the size (length,width,height,depth,etc.) of B.
e.g.1.The new road is four times the width of the old one.
这条新公路是旧路的四倍宽。
e.g.2.Asia is four times the size of Europe.亚洲是欧洲的四倍大。
(2)A is three (four,five,etc.) times as big (long,wide,high,deep,etc.) as B.
e.g.1.The new road is four times as wide as the old one.
这条新公路是旧路的四倍宽。
e.g.2.Asia is four times as large as Europe.亚洲是欧洲的四倍。
(3) A is three (four,five,etc.) times bigger (higher,longer,wider,etc.) than B.
e.g.The school is five times bigger than that one.
这所学校比那所大四倍。（这所学校是那所的五倍大。）
拓展：time表示倍数，一般只用于表示三倍或三倍以上的数，表示两倍不用two times,而用twice 或double。
e.g.My income is now double what it was.我的收入是以前的两倍。
How can you hope for mercy yourself when you show none?
如果你不宽恕别人，你自己怎能希望得到别人的宽恕呢？
点拨：hope for 希望，盼望
e.g.1.If you hope for the best,please prepare for the worst.
如果你抱最好的希望，就要作好最坏的准备。
e.g.2.We all hope for good results after hard working.
努力工作后我们都希望得到好的结果。
Enter Portia,dressed as the judge.
鲍西亚走了进来，扮成法官的样子。
点拨：dress vi.打扮自己，与介词as或like连用，或用dress up as sb.或 dress up for sth.
e.g.1.He dressed (up) as a soldier.他把自己打扮成士兵模样。
e.g.2.She dressed like a princess in the party.
在晚会上她把自己打扮得像一个公主。
Please be seated.
请坐。
点拨：seat vt.使就座，能坐（容纳）……人 n.座位，席位
e.g.1.These children seated themselves on the bench.
这些孩子在长凳上坐下了。
e.g.2.The hall can seat three hundred people.这个礼堂可容纳三百人。
联想：seat有关的词组还有take one’s seat.
e.g.Everybody,take your seat please.We are about to start.
各位，请就座。我们马上就要开始了。
I’ll pay him back with all my heart.
我要以整个心偿还他的债务。
点拨：pay sb. back with sth.用某物偿还某人
e.g.1.We should pay kindness with kindness.我们应该以德报德。
e.g.2.The thief was paid with four-year prison life.
盗贼换来了四年的铁窗生活。
Integrating skills
Antonio has promised to give you a pound of his flesh.
安东尼奥许诺给你他身上的一磅肉。
点拨:promise (1)vt./vi.允诺，答应，作出保证。用于promise to do sth.;promise (sb.)+that clause;promise sb.sth.等结构中。
e.g.1.He promised to give my money back as soon as possible.
他答应尽快还我钱。
e.g.2.Tom promised that he would finish all the work on Sunday.
他保证会在星期天完成所有工作。
(2）n.允诺，诺言;有希望，作不可数名词。
e.g.1.She shows promise as a pianist.她渴望成为钢琴家。
e.g.2.The news brings little promise of peace.这消息使和平无望。
联想：与之有关的词组有:
make a promise 作出承诺;give a promise 许诺，承诺； keep one’s promise 遵守诺言；break one’s promise 食言，违背诺言； carry out one’s promise 履行诺言
考考你：
Father made a promise I passed the examination he would buy me a new bicycle.
A.if B.whether C.that if D.that
答案：C
点拨：flesh 和 meat 的异同
flesh和meat都可以作“肉”解，但是含义不同，flesh通常指人或动物身上的肉，也可指供食用的兽类身上的肉（区别于鱼或禽的肉）。meat是指供食用的肉的总称，通常不包括鱼和家禽，在具体指明“牛肉”“鸡肉”“羊肉”“猪肉”等时应用“beef”,“chicken”,“mutton”或“pork”。
e.g.1.Tigers live on flesh.老虎以肉为主食。
e.g.2.I like meat while my brother likes fish.我喜欢吃肉而我哥哥喜欢吃鱼。
e.g.3.Have you ever tasted the flesh of the snake?你曾吃过蛇肉吗？
You wanted justice,so you shall get justice,more than you wanted.
你要求公正,那么就让你得到公正,比你要的还要多。
点拨：该句中，shall用来表示“允诺、承诺”。so you shall get justice=then I’ll let you have justice或then I promise to give you justice。
shall用于第一人称，可以表示将来。
e.g.We shall arrive tomorrow.我们明天到。
shall用于第二、三人称，表示决心、规定、命令、警告、允诺、要求、义务等。
下文中有一段话多次出现shall的这种用法:The law of Venice says that if anyone tries to kill or murder any citizen of Venice,everything that he owns shall be taken away from him.One half of his money and his goods shall be given to the city of Venice and the other half shall be given to the person he has tried to kill.His life shall be at the mercy of the Duke。
以上四个shall表示“规定”或“警告”。
e.g.1.You shall leave now.你现在该离开了。
e.g.2.He shall answer for his misdeeds.他应当为他的错误行为负责。
e.g.3.The penalty shall not exceed two years in prison.
惩罚不应超过两年监禁。
e.g.4.Don’t worry.You shall get the answer this evening.
别着急，你今天晚上就可以得到答复了。
e.g.5.You shall have a nice present for your birthday.
你过生日时将会得到一份精美的礼物。
e.g.6.Nothing shall stop us from carrying out this plan.
什么也不能阻止我们实现这项计划。
拓展：shall用于第一、三人称的疑问句，表示说话人征求对方意见。如:
Shall we go now?我们现在走可以吗？
Shall he come in?可以让他进来吗？
His life shall be at the mercy of the Duke.
他的生命全凭公爵处置。
点拨：at the mercy of 任由……摆布，在……的掌握（支配）中
e.g.1.The ship hit a rock and sank down.The crowd were at the mercy of the winds and the waves.
船撞上礁石下沉了，人们在风浪中随波逐流。
e.g.2.The cat’s life is at the mercy of its master.
猫的生命在它主人的掌握之中。
Therefore,go down on your knees and beg the Duke for mercy.
因此你快快跪下请求公爵开恩吧。
点拨：go down on one’s knees 跪下，屈膝，其中go可以用get代替，即get down on one’s knees.
e.g.1.Never go down on your knees before enemy.在敌人面前决不能屈膝。
e.g.2.He went down on his knees and asked for his father’s forgiveness.
他跪下来请求他父亲的原谅。
点拨：beg (sb.) for mercy 请求宽恕
e.g.1.Her difficulties were so grave that she went personally and begged the king for mercy.
她遇到的麻烦如此严重，所以她只好亲自去国王那里请求宽恕。
Shylock must promise to leave the money upon his death to his daughter and her husband.
夏洛克必须答应在他死后把这笔财产留给他的女儿和女婿。
点拨：upon prep.（其意与 on相同，但语气较为正式，在口语中多用 on）在高处；逼近;接触；紧接着
e.g.1.The village stands upon/on a hill.那个小村庄位于一座小山上。
e.g.2.Upon/On his death,the Duke’s house and other properties passed to his son.
公爵去世后,房子和其他财产便传给了儿子。
e.g.3.The enemy was upon/on us.敌人逼近我们。
e.g.4.Once upon a time,there was a political leader who wanted to start a war.
很久以前，有位政治领袖想要发动一次战争。
练习：1.暴风雪已逼近我们。
2.圣诞节马上就要到了。
答案:1.The snowstorm is upon us.
2.The Christmas holiday will soon be upon us.
Bassanio told Antonio that he was in love with Portia,a rich and beautiful lady,and that she also loved him.
巴萨尼奥告诉安东尼奥他爱上了鲍西亚，一位富有、漂亮的女子,而且她也爱上了他。
点拨：be in love (with sb.) （与某人）相爱；恋爱；爱上（强调状态）
e.g.1.Tom and Mary are in love with each other.汤姆和玛丽相爱了。
e.g.2.Jesica has never been in love before.杰西卡以前从未恋爱过。
e.g.3.How long have they been in love with each other?他们恋爱多久了？
e.g.4.I’ve been in love with Egypt since I was 13.
从我13岁起，我就爱上了埃及这个国家。
联想：fall in love with sb.爱上；喜欢上（强调动作）
e.g.1.John fell in love with Kate at the first sight.
约翰第一眼看见凯特就爱上她了。
e.g.2.Do you still remember that when we fell in love we were young and innocent?
你还记得吗？我们恋爱时还很年轻，也很天真。
e.g.3.The Smiths fell in love with the house as soon as they saw it.
史密斯一家一见到这所房子，就喜欢上它了。
点拨：宾语从句的引导词that的省略问题
在由that引导的宾语从句中，由于连词that只具有引导作用，并无具体意义，而且不在句中充当成分,因此在口语或非正式文体中常可省略，省略之后对原句并无影响。
e.g.She said (that) she couldn’t go with him because she had a lot to do that night.她说因为那天晚上她有很多事要做，所以不能和他一起去了。
但是，在下列情况下，that最好不要省略:
1.主从句之间有插入语时。
e.g.It says here,on this card,that it was used in plays.卡片上写着，它过去是演戏用的。
2.若出现两个或两个以上的that宾语从句，且由并列连词连接时，如所给的文中的句子，只有第一个连接词that可以省去，其余需保留。
如例文中的句子可以变成:
Bassanio told Antonio (that) he was in love with Portia,a rich and beautiful lady,and that she also loved him.
e.g.Linda said (that) she would go to meet Tom in person and that she wouldn’t tell anyone about the appointment.
琳达说她会亲自去见汤姆，并且不会告诉任何人这次约会的事情。
考考你：
-I believe you’ve done your best and things will improve.
-Thank you.
A.that;/ B./;that C.what;what D./;/
答案：B
Antonio told him that all his ships were at sea and he had no money at present.
安东尼奥告诉巴萨尼奥他的所有船只都在海上，现在他手上一点钱都没有。
点拨：at sea 在海上；在航海中
e.g.1.All his ships had been lost at sea.
他所有的船都在海上遇险失事了。
e.g.2.He spent a whole year alone at sea.
他在海上独自一人度过了一整年。
e.g.3.Titanic hit on icebergs and buried at sea.泰坦尼克撞上了冰山葬身海底。
at sea不知所措；茫然；迷惑（前面常用all、completely、quite修饰）
e.g.1.I am quite at sea in regard to his explanation.
他的解释使我如坠入迷雾中。
e.g.2.I am all at sea.I’ve no idea what he means.
我很茫然，不知他说的是什么意思。
e.g.3.Susan tried to understand the instructions,but she was completely at sea.
苏珊尽力想看懂那些说明文字，却全然不知所云。
辨析1:by sea 和by the sea
by sea 表示“经由海路；乘船”， by the sea 表示“在海边”。
e.g.1.Did your father go to Hawaii by sea or by air?
你父亲去夏威夷是搭船还是搭飞机？
e.g.2.Once upon a time,in a kingdom by the sea,lived a lovely Miss Annabelle Lee.
很久很久以前，在一个海边的王国里面，住着一位可爱的小姐，名叫安娜贝尔李。
辨析2:go to sea 和go to the sea
go to sea 表示“去当水手”(be a sailor)。go to the sea 意思是“去海滨”（度假或野餐游玩）。
e.g.1.He went to sea when young.他年轻时当过水手。
e.g.2.Mike said,“ I want to go to sea when I grow up.”
迈克说:“我长大了要去当水手。”
e.g.3.Our class will go to the sea next Sunday.我们班下星期天去海边玩。
辨析3:on the sea和in the sea
on the sea表示 “在海边；在海滨”（at the seaside）；in the sea 表示 “在海里”。
e.g.1.The city is on the sea.那个城市在海滨。
e.g.2.They like swimming in the sea.他们喜欢在海里游泳。
However,he agreed to lend Antonio the money on one condition.
然而，他还是同意借钱给安东尼奥，但是有一个条件。
点拨：on one condition规定一个条件；在一个条件下。 on condition (that)＋从句:在……条件下；如果。从句中可用陈述语气，也可用虚拟语气。
e.g.1.I’ll let you borrow it on one condition (that) you lend me your walkman in return.
我借给你也行，但是有一个条件，你得把随身听借给我。
e.g.2.You can go out on condition that (= provided that) you come back before six o’clock.
你可以出去，但是，前提是六点之前回来。
e.g.3.He may borrow the book on condition that he returns/(should) return in time.
他可以借这本书，条件是必须及时归还。
联想：相关短语有:on this/that/what condition,在这种/那种/什么条件下或情形下
on no condition 决不；无论在什么情况下都不
make it a condition规定一个条件 ；以……为条件(动词词组)
be in good/poor condition 处于好的/坏的状况
be out of condition 健康状况欠佳
e.g.1.This data will be used for needs of our customer administration only and will on no condition be given to third parties.
数据将仅用于我们的客户服务部，决不会透露给第三方。
e.g.2.On no condition must you go alone.你绝对不可以一个人走。
e.g.3.On what condition will you do it?在什么情况下你会做这种事？
联想：so (as) long as（只要），only if（只要）
as (so) long as可置于主句之前或之后。条件句的时态，用一般现在时表将来。
e.g.1.You can use it as(so) long as you look after it well.
只要你能爱护它，我可以借给你。
only if 意思是only on condition that 只要；只有。引导从句。
e.g.The right answers can be obtained only if the right questions are asked.
只有问对了问题才能获得正确答案。
He is young,but I never know so young a body with so wise a head.
他很年轻，但我从来不知道有这么年轻又这么聪明的人。
点拨：so+adj.+a/an+n.意思相当such+a/an+adj.+n.与此类似的结构还有as/how/too+adj.
+a/an+n.
e.g.1.She is so clever a girl that everyone likes her very much.
她是那么聪明的女孩，人人都喜欢她。
e.g.2.Allen is as clever a boy as Mike.艾伦和迈克一样聪明。
e.g.3.How interesting a book it is ! 这本书真有趣啊！
e.g.4.That is too difficult and too boring a question to answer.
那个问题回答起来既麻烦又枯燥。
注意:如形容词前有such、what修饰时，结构是such/what+a/an+adj.+n.
e.g.1.It is such a good chance that we can’t lose it.
这是个大好机会，我们不能错过。
e.g.2.What an interesting book it is! 多么有趣的书啊！
考考你：
1.It’s that I’d like to go out for a walk.
A.too nice a day B.a nice such day
C.so nice day D.such a nice day
2.She is such a lovely girl is liked by everybody.
A.as B.that C.what D.which
3.She is such a lovely girl she is liked by everybody.
A.as B.that C.what D.which
答案：1.D 2.A 3.B
Writing
下面的提示帮助你完成此文：
1.欢送词开头要先有称谓Dear friends,
2.In the past two years,he…
3.He was strict with…and…help us with patience
4.…his classes lively and interesting…
5.Our English has been improved…
6.Wish him…
Grammar
复习直接引语变间接引语
1.人称变化
e.g.He said,“I like it very much.”他说:“我非常喜欢它。”
-He said that he liked it very much.他说他非常喜欢它。
2.时态变化
(1)一般现在时变成一般过去时
e.g.He said,“I’m afraid I can’t make it.”
-He said that he was afraid he couldn’t make it.
(2)现在进行时变成过去进行时
e.g.He said,“I am doing my homework.”
-He said that he was doing his homework.
(3)现在完成时变为过去完成时
e.g.He said,“I haven’t finished my homework.”
-He said that he hadn’t finished his homework.
(4)一般过去时变成过去完成时
e.g.He said,“I saw the movie with her.”
-He said that he had seen the movie with her.
(5)一般将来时变成过去将来时
e.g.He said,“I’ll do it after class.”
-He said that he would do it after class.
3.指示代词、时间状语、地点状语和动词的变化
(1)this改成that
e.g.She said,“I’ll finish the work this morning.”
-She said that she would finish the work that morning.
(2)these改成those
e.g.He said,“These books are mine.”
-He said that those books were his.
(3)now改成then
e.g.He said,“It’s nine o’clock now.”
-He said that it was nine o’clock then.
(4)today改成that day
e.g.He said,“I haven’t seen her today.”
-He said that he hadn’t seen her that day.
(5)yesterday改成the day before
e.g.He said,“I went there yesterday.”
-He said that he had gone there the day before.
(6)tomorrow改成the next/following day
e.g.He said,“I’ll go there tomorrow.”
-He said that he would go there the next/following day.
(7)ago改成before
e.g.He said,“Jake left 20 minutes ago.”
-He said that Jake had left 20 minutes before.
(8)here改成there
e.g.He said,“She was here one week ago.”
-He said that she had been there one week before.
(9)come改成go
e.g.She said,“I’ll come here this evening.”
-She said that she would go there that evening.
注意:
(1)直接引语如果是客观真理，变为间接引语时，时态不变。
(2)如果在当地转述，here不必改为there，动词come不必改成go。如果在当天转述，yesterday，tomorrow等时间状语也不必改变。
4.句式变化
(1)肯定祈使句:to do
e.g.He asked the clerk to change his dirty uniform.
(2)否定祈使句:not to do
e.g.He told him not to smoke in the room.
注意:要根据句子意思在不定式之前加上tell，ask，order等动词。
(3)肯定句:that
e.g.He told me that he wanted to meet me sometime next week.
(4)一般疑问句:if/whether
e.g.I asked him if he had seen the film.
(5)特殊疑问句:I asked her what material this matter was made of.
注意:要把原来的疑问语序改为陈述语序。
第12周 星 期 一 5 月 9 日 总 第 课 时
课 题 Unit 19 Modern agriculture
Warming up & listening
目 的
要 求 Enable students to predict the content and catch the main idea of the specified listening materials.
重 点
难 点 Let students understand the relationship between agricultural production and environment protection through listening.
How to understand the material about agriculture.
教学过程:
Step1. warming up
一. Look at the graph and try to answer the following questions.
1. Which farm product grew most during the first five years of the 1990s?
Fruit
2. How much did it grow compared with that during the second half of the 1980s?
84%
3. Which grew least?
Grain
4. If three million pigs, sheep and cattle were raised during the years from 1986 to 1990, how many were raised from 1991 to 1995?
4.95 million
二. Discuss the following questions in the text book.
1. How are people’s eating habits changing over the years?
The most significant changes are from a diet mainly based on rice and vegetables to a diet that still includes rice, with a greater variety in vegetables and a considerable quantity of meat.
Why do you think this happens?
(1). People are earning more money, so they want to buy and eat more meat.
(2). People learn more about healthy food, so they want to eat more fruit.
(3). Fruit juices are healthier than soft drinks such as cola, so people want to drink more juices.
(4). Fish is good to health, and it is said that it can make people become clever. And eating fish won’t make people fat.
(5). In order to taste good, people like to fry food. And it needs more oil.
2. How has agricultural produce changed during these years?
China now produces almost 80% more fish and fruit than twenty years ago. The produce of meat over the same period has increased by 60%. Oil and sugar are up about 30% each. Grain and cotton are up 10 and 15% respectively.
What do you think caused these changes?
(1). People want to buy different produces, so farmers need to grow different things.
(2). Farmers can make more money by growing fruits or fish farming than growing grain.
3. What effects do you think the changes in eating habits will have on agriculture or nature?
It may have both good and bad effects on nature.
(1). First, Chinese people are eating more meat. Next, farmers have to raise more pigs, sheep and cattle. So, more grass is needed to feed more sheep and cattle. So, farmers need more grassland. Then, people may cut down trees to take more land on which to grow grass.
(2). They also may destroy nature to get more land to grow grain and grass to feed animals.
(3). If farmers want to grow different crops, they would plant them together. This can be very good for the soil.
(4). Farmers can make full use of land to grow fruits in the places where other crops can’t be planted.
Step 2 Listening
1. Explain what they are expected to do.
2. Learn some words and phrases in the listening material.
drought 旱灾 dike 堤坝 environmental problems 环境问题 move on迁移 result in = lead to fish pond 鱼池 go against 违反
3. Listen to the tape for more than three times.
4. Check the answer.
Step 3. Home work
1. Dictation
1.produce 2. depend on 3. import 4. technique 5. protection 6. depend on 7. production 8. technical 9. modernize 10. seed
2. Prepare speaking
第12周 星 期 二 5 月10 日 总 第 课 时
课 题 Pre-reading & reading
目 的
要 求 Let students have a general knowledge about agriculture, it’s history and recent technological development.
Develop the students’ creative thinking ability.
重 点
难 点 How to build associations between English and biology or other subjects and try to express freely their own ideas.
教学过程:
Step 1. pre-reading
1. Look at the pictures in the text book and describe what they see.
(1).We can see a child and a woman and two chicken. And the woman is sitting in front of the house, feeding the chicken.
The picture below shows a large house in which thousands of chicken fed in small cages.
(2).The second picture shows a pile of animal manure.
The picture below shows a bag of chemical fertilizer.
(3).We can see that a farmer is working on the farmland with two cattle. The cattle pull the plough to work the land.
The picture below shows a tractor. And we can see the farmers are using the tractor to work the land.
(4). The fourth picture shows dry, barren land. The earth is too dry to plant anything.
The picture below shows a greenhouse, where plants grow in a building made of glass or plastic.
2. Compare traditional and modern farming.
(1) small scale & large scale
(2) natural fertiliser & chemical fertiliser
(3) animals & machines
(4) open air & greenhouse
2. What are the advantages and disadvantages of each way?
参见教参P164
4. What other changes have happened on farms in the last 100 years?
Over the past 100 years there have been some changes on farms and in agriculture:
The use of machines, the use of chemical fertilizers, the use of insect killers, the use of food supplements in animal feed, the growth of the farms( bigger farms), doing the work with workers who are not part of the family, growing different crops, etc.
Step 2. Reading
Read the text quickly and try to answer following questions.
1. What’s the biggest problem to Chinese farmers?
The shortage of arable land.
2. What does GM mean?
“G” stands for “genetically”
“M” stands for “modified”3. New techniques and innovations in agriculture
chemical fertilizers, pumps for irrigation, special seedbeds, machines (eg tractors), international exchange, greenhouses, GM technique
4. Do “T” or “F” according the text
(1). No advanced technical information was brought in from abroad before the 1980s. F
(2).Scientists have always tried to increase farming production without harming the environment since the early 1990s. T
(3).Traditional methods of farming have no advantages so they won’t be used in future agriculture. F
(4).The average arable land for each Chinese is much less than that of the world. T
(5). Growing vegetables in greenhouses has so many advantages that it can reduce losses caused by bad weather and that it can partly settle the problem of the shortage of arable land. T
(6). GM is a new technique that can make a plant quite different from what it used to be, bigger and healthier and with no diseases, but it takes longer time to grow. F
(7). The GM technique can only be used on plants, but not on animals at the present time. F
Step 3. post-reading
Read the text again and do exercise 1
Step 4. Homework
1. Exercise 2 in post-reading
2. Word study and vocabulary in workbook
3. Read the text frequently
第12周 星 期 三 5 月11 日 总 第 课 时
课 题 Reading
Modern agriculture
目 的
要 求 Learn some important language points.
Learn to analysis sentence structure.
重 点
难 点 It is /was …that (who)… protect … from…
Not only is ….but also… be known as
be friendly to in other words
教学过程：
Step1. Reading
一. Listen to the tape paragraph by paragraph
二. Explain the language points paragraph by paragraph
1. 强调句的结构通常是：It + be + 强调部分+ that (人物可用who/whom)加句子其他部分，特征：把It is / was ……that….结构去掉，剩下部分能整理成完整的一句话，则为强调句．
Lucy went to China last year.
It was Lucy who/that went to China last year.
It was China that Lucy went to last year.
It was last year that Lucy went to China.
2.as …… as possible 尽可能……
as much / many / early / soon/ cheap … as possible
e.g. Stay here as long as possible.
3. where possible 是 where ( it is) possible 的省略结构
e.g. Go to places where necessary.
Come to see me when possible.
We will go there next week if possible.
4. bring in 引进
e.g. We should bring in new technology.
5. be friendly to 对…..友善／有利
e.g. He is very friendly to me.
It is friendly to our work.
be friendly to 与 be harmful to / be bad for 相对应，与be good for 相一致
6. depend on 取决于，依靠
e.g. Whether you can study English well depends on how hard you study.
7. not only …but also
如果将not only 放在句首，这时not only 所在的分句需要部分倒装
Not only do we learn Chinese but also we learn English.
由not only… but also 连接的并列主语，谓语动词的单复数形式按就近一致原则，与贴近它的主语一致．
8.protect … from…保护……免受…
She wears sunglasses to protect her eyes from sun.
9. no matter 不管，无论，常与副词when, where, how, who, what, which等特殊疑问词连用，引导让步状语从句．可与 whatever, whenever, wherever, however 等替换，但wh-ever还可以引导名词性从句．
e.g. No matter where (wherever) you are , I will be right here waiting for you.
You can choose whatever you like.
Whoever leaves last must close the door.
10. be known as 被称为，以……知名，后接身份、职业的名词。主语与as的宾语构成主表关系。
e.g. He is known as a great scientist.
be known for 以…..而闻名
be known to 为……所知，强调宾语了解或熟知主语
e.g. He is known to everyone as a good doctor. 人人都知道他是个好医生。
11. in other words 换句话说，用语插入语，常对前面所说的话进行解释
e.g. The doctor succeeded in her operation, in other words, he gave her a second life.
12. a variety of 多种多样的，各种各样的＝various
e.g. She sells a variety of flower.= She sells various flower.
Step2. Homework
1.dictation
1. modify 2 golden 3. tobacco 4. method 5. shortage 6. greenhouse
7. discovery 8.insect 9. gardening 10. root
2. vocabulary
3. grammar
第12周 星 期 四 5 月12 日 总 第 课 时
课 题 Check exercise
Work study & vocabulary
目 的
要 求 Review the language points learned in last class.
掌握倒装语序
了解构词法
重 点
难 点 倒装语序:部分倒装，全部倒装
not only …but also
only….
教学过程:
Step1. Dictation
1. modify 2 golden 3. tobacco 4. method 5. shortage 6. greenhouse
7. discovery 8.insect 9. gardening 10. root
Step2. Continue explain language points in the text.(见上教案)
Step3. Check exercise
1. Word study
Noun Verb Adjective
Fertiliser fertilise fertile
Production produce productive
Protection protect protected
Modification modify modified
2. vocabulary
(1) go against , take care of , in other words, over time, depend on, be short of , protect from, be known as, be different from, keep up with, a variety of, research into
(2).Join each pair of sentences using the phrases given in brackets.
A. Future agriculture should depend on high technology as well as traditional methods.
B. Not only food production, but taking care of the environment is also important.
C. The farmers are working hard to improve the quality as well as the quantity of the crops.
D. The book does not only talk about farming but also about gardening.
倒装
1. 部分倒装：部分倒装是谓语中的一部分（如助动词、情态词或系动词be）放在主语前面，其余部分仍在主语后面。
e.g. Only in this way can we work out the physics problem
Not only is he a singer, but also he is a dancer.
Not only…but also…如果连接两个句子，则第一个句子倒装，第二个句子不倒装
Not only…but also…如果连接的是两个主语，句子不倒装
e.g. Not only food production , but also taking care of the environment is important.
Not only I but also my elder sister is a teacher.
2. 全部倒装：全部倒装是句子中没有助动词、情态动词或系动词be时，要把谓语动词防在主语的前面。
e.g. Here comes the bus.
Step 4. Homework
1. Grammar on page 47-8, 109-110
2. 优化学习
第12周 星 期 五 5 月13 日 总 第 课 时
课 题 Grammar
目 的
要 求
掌握强调句型 it is /was ….that/ who/ whom….的用法
强化练习，巩固所学知识
重 点
难 点
It + be + 被强调的成分+ that (人物可用who/whom)+其他成分。
It is / was not until +被强调部分+that +其他成分
教学过程:
Step1. Grammar
1. 强调句的结构通常是：It + be + 被强调的成分+ that (人物可用who/whom)+其他成分。
E.g. It was I who/ that broke the glass yesterday. (强调主语)
It is me whom / that you should help.(强调宾语)
It was in the classroom that he told me the news. (强调地点状语)
It is tomorrow that we will go to Shanghai.(强调时间状语)
It is by bus that Tom often goes to school.（强调方式状语）
It was in order to catch the first bus that he got up earlier.(强调目的状语)
It was because he was ill that he didn’t go to school yesterday.(强调原因状语从句)
只能强调because引导的原因状语从句，不能引导since, as 引导的原因状语从句，因这两个词表示的语气较弱。
强调句的反意疑问句须与主句保持一致
e.g. It was at nine last night that I knew the news, wasn’t it?
此句型不能用来强调谓语，表语，定语；强调谓语用do, does, did
It is a student that she is.错句
that, who, whom之后动词的人称和数要与它前面被强调的名词或代词一致（即人称和数要与原句中的一致）。
强调句中的事态只用两种，一般现在时和一般过去时。原句谓语动词是一般过去时，过去完成时和过去进行时，用It was……其余的时态用It is….。
特征：把It is / was ……that….结构去掉，剩下部分能整理成完整的一句话，则为强调句。
It is clear that not all boys like football.(IT做形式主语，引导的主语从句)
It is / was not until +被强调部分+that +其他成分
e.g. He didn’t go to bed until ten o’clock.
It was not until ten o’clock that he went to bed.
注意：因为句型It was / is not …已经是否定句了，that 后面的从句要用肯定句，切勿再用否定句。
Not…until…句型与强调句以及倒装句的转换
e.g. Li Ming didn’t watch TV until he finished his homework.
It was not until Li Ming finished his homework that he watched TV.
Not until Li Ming finished his homework did he watch TV.
e.g. The bus will not go until all the people get on it.
Not until all the people get on it that the bus will go.
Not until all the people get on it will the bus go.
Step 2. check exercises
Exercise1
1. It is the children who often help their parents do the farm work.
2. It was in 1993 that a tomato was developed that was very different from any grown before.
3. It is the shortage of arable land that is the biggest problem of Chinese farmers.
4. It is the plants grown in the greenhouses that are protected from the wind, rain and insects.
5. It is high technology as well as traditional methods that future agriculture should depend on.
Exercise2
1. It was Henry who gave George a new tie for his birthday last year.
It was to George that Henry gave a new tie for his birthday last year.
It was a new tie that Henry gave George for his birthday last year.
It was last year that Henry gave George a new tie for his birthday.
2. It was during that period of time that they made three important discoveries.
It was three important discoveries that they made during that period of time.
It was they who made three important discoveries during that period of time.
3. It is in South America that some people still practise this kind of farming.
It is some people in South America who still practise this kind of farming.
It is this kind of farming that some people in South America still practise.
Step 3. Homework
1. Dictation
1. remove 2. condition 3. and so on 4. guide 5. sunflower
6. proverb 7. firstly 8. wisdom 9. sunset 10 practical
2. Preview intergrading skills
3. 优化学习剩余部分
第12周 星 期 六 5 月14 日 总 第 课 时
课 题 Integrating skills
目 的
要 求 Learn some reading skills :scanning, skimming
Learn some useful expressions
重 点
难 点 have a long history; give advice on; give instructions for; be useful for
do things at the right time of the year; go against nature;
教学过程：
Step1. Dictation
1. remove 2. condition 3. and so on 4. guide 5. sunflower
6. proverb 7. firstly 8. wisdom 9. sunset 10 practical
Step2. Integrating skills
1. The brief introduction of Jia Sixie
贾思勰是我国南北朝时期杰出的农业科学家．他编的《齐民要术》是一部内容丰富、规模巨大的农业生产技术著作。《齐民要术》分为10卷，共92篇，11万字。内容包括农作物的栽培，各种经济林木的生产，以及各种野生植物的利用等等。
2. Listen to the tape
3. Discuss what advice Jia Sixie gave to farmers.
(1). Farmers should do things at the right time of the year.
(2). Farmers should examine the soil carefully.
(3). If the condition of the soil is not good, farmers should improve it.
(4). Before sowing or planting crops, farmers should clean rough ground and remove weeds.
(5). Farmers should let sleep or cattle walk on the land before sowing or planting crops.
(6). Farmers should plough the land, so weeds are destroyed.
(7). When ploughing the land, farmers should plough deep the first time and less deep the second time.
(8). Farmers will get the best results if they change crops in their fields.
(9). If farmers plant rice in a field one year, and wheat in that field the following year, they will harvest good crops.
(10). If farmers plant wheat close together, they will have better results than when they plant wheat leaving space between the plants.
(11). It is good to grow different plants next to each other in the same field.
4. the useful expression in the text.
have a long history; be useful for; discover the wisdom;
live in the sixth century AD; plant wheat close together
spend time on research into; collect information; do experiments;
learn from the experiences of; give advice on; grow green vegetables;
keep cows; give instructions for; make wine; be a practical guide to ;
do things at the right time of the year;
go against nature; clean rough ground, remove weeds
reach the best harvest
plan rice year after year
5. Explain the language points in the text.
(1). go against 违背，不利于
e.g. We should not go against school rules.
(2). raise, keep, support, feed
这四者均有“抚养，养家，赡养”之意
A.raise, keep 抚养人；饲养动物；种植、栽培农作物
e.g. He made a living by keeping / raising pigs.
B. support 养活人口，不用于饲养动物
e.g. You should support your parents.
C. feed喂养、饲养，指具体的喂养动作
e.g. He fed meat to his dog.
(3).year after year 年复一年，主要强调动作的重复性，不发生变化
e.g. We go to Shanghai year after year.
year by year 年年，每年，主要强调动作的渐变过程，要发生变化
e.g. The number of students is increasing year by year.
(4) close ,adj. 相近的、知心的
She is my close friend.
Close, adv. 接近，靠近
They sat down close together.
Close to….靠近…..（地方）
I sat close to the door.
(5). Next to 在…..旁边，紧挨着；次于，几乎
e.g. I sat next to him.+
(6). At the right time of the year.
At the correct time of the year
At the wrong time of the year
Step 3. check exercise in workbook
1. It was to find happiness that a pretty princess from Heaven secretly came to earth.
2. It was her excellent waving skills that the villagers admired.
3. It was for a few years that the family lived peacefully and happily.
4. It was her grandmother who ordered her to leave at once.
5. It is each year on the seventh day of the seventh month that all the magpies in the world form a bridge so that Niu Lang and Zhi Nu may enjoy a short get-together.
Step4. Homework
1. 优化学习完形填空及阅读，改错
2. 报纸
3. 复习本单元，星期一晚上抽查本单元语言知识
4. 星期二晚自习考试
作者：魏荣华 作者单位：无 简介：一:此课件适合课堂教学和学生自学.
二:参考书目和参考课件在本课件最后一张幻灯片上.
三:如果影片放映完后，点击鼠标不能进入下一张幻灯片.请按键盘方向键(下键)2次.
相关课件：The First Period Listening Teaching time : Sep.9
Teaching goals教学目标
1. Target language目标语言
重点词汇和短语 media, reliable, fire, face, difficulty
2. Ability goal能力目标
Listen to a dialogue and from the dialogue the students should have an opinion that people will have different reports about the same event.
3. Learning ability goal学能目标
Listen to a dialogue and be able to express one’s opinion in a positive or negative way.
Teaching important points教学重点
Talk about news and media
Teaching difficult points 教学难点
How to improve students’ listening ability and teach them
to express opinions.
Teaching methods 教学方法
1. Listening to the tape (individuals).
2. Discussion after listening to the materials.
Teaching aids 教具准备
1. A recorder
2. A projector
3. A computer
Teaching procedures & ways 教学过程与方式
Step I Leading in
T: Good morning, boys and girls! Look, what is in my hand?
Ss: A newspaper.
T: What can we get from a newspaper?
Ss: We can learn what has happened or is happening home and abroad.
T: Good. Do you read newspapers every day?
S1: No, I surf on the internet. In my opinion, the most popular and convenient way is to surf on the internet.
S2: I would like to listen to radio.
S3: I watch TV every day.
S4: I prefer to read magazines. There are photos in magazines. They are pleasing to the eyes. And photos help us to understand the articles.
T: Quite good. I’m very glad you know many kinds of news media. Now let’s talk more about these news media.
Step Ⅱ Warming up
First the teacher will show students different news media. Then talk about them and compare these news media.
T: Boys and girls, please look at the questions on the PowerPoint. I’d like you to discuss them with your partner for 3 minutes. Then I will ask you to speak out your
opinions.
After students express their opinions, show the possible answers on the PowerPoint.
Possible answers:
1. I think TV is the most reliable news media. Because we can see who is responsible for the news.
2. Websites keep on updating the news. So on websites you can always learn the latest news, sometimes even with audio and video.
From TV you can see both the broadcaster and videos. From radio you can only hear the voice without seeing the scenes. You can read newspaper everywhere. It is easy to get magazines and we can take longer time to read them.
3. I trust TV, leading papers and important radio stations.
4. No.
5. magazine, newspaper, radio, TV, website, broadcast, editor, edit, editorials, facts, headline, interview, journalist, opinions, reliable, reporter, true and so on.
Step Ⅲ Pre-listening
Ask students to look at the two pictures on Page 10. Talk about the two pictures first. Ask students to use their imagination and describe the scenes. Try to think of as many words as possible to describe people.
Step Ⅳ Listening
Play the tape for the students. After listening for the first time, the students should tick the information they can hear in each part. Then play the tape again. This time students will answer the second question on Page 10. After checking the answers, do the rest of the exercises.
Step Ⅴ Describing people
Show the following passages to the students. Ask them to read the passages and speak out what impression the people give them. Are they described in a positive way or a negative way?
T: Ok. Boys and girls. Look at the two short passages. Try to judge whether they are described in a positive way or not.
John Trussell
My little brother. (I don’t care that he’s four years older than me.) I never had a brother before, but he’s the best one I think I may ever have who brings me the pleasure of adopting (收养). In spite of all the pain that he occasionally goes through, I have seen him bear it with patience and calm, and do his best to make certain that no one else was hurt before coping with his own pain. It is my only hope that I will never lose this little brother.
Chuck Tetzlaff
He is very funny, overworked, and is the third man I’ve ever met who can consistently make me unable to stop laughing. At the same point, I will get to see him more often, but that will probably be after he finishes working for his Chemistry Professor.
Ss: They are described in a positive way.
T: Read the following passage. Try to judge the man’s attitude towards life.
I was on my way down an elevator at the Hilton in Arlington, Texas, ready to begin a seminar on how to develop more positive team relationships. I shared that ride with a man whose face bore the frown lines that evidenced a less-than-positive attitude.
He commented, “I’m not so sure about this elevator.”
“Oh? Why not?” I asked.
“It was slow getting to us, and it sounds funny.”
“I’m sure we’ll make it,” I encouraged him.
“I don’t know. You never can tell about these things.”
When we arrived at the first floor, I said, “Well, we made it!”
Unimpressed, he answered, “Yeah, but the door’s not open yet.”
Ss: The man’s attitude is negative.
T: Yes, you are quite right. Being positive makes life enjoyable.
Read the following. It will help you to become positive.
Changing negative thoughts
Situation Negative
thoughts Other explanations
Getting critical
feedback for
an essay I am stupid. I didn’t have much time to do this essay the workload has been very heavy recently. I chose to do other things as well. The work is supposed to be challenging. Constructive criticism helps me to improve. I’ve done well in the past, which shows I can do well.
My friend does
not want to see
me tonight. They don’t
care about
me any more. They said they had to work tonight - this is most likely true. We saw each other at the weekend and had a good time. They said some nice things to me lately and seemed to care the last time we met.
T: After we learn so much about negative and positive description. I’m sure you can describe people in both ways. Today’s homework is to describe someone that you
are familiar with in a negative way and then in a positive way.
Step Ⅵ Homework
1. Finish the listening exercises on Page88.
2. Try to describe someone that you are familiar with in a negative way first and then in a positive way.
Record after teaching:
For listening part, it’s difficult for the Ss to write the words, expressions & sentences
The Second Period Speaking Teaching time : Sep.13
Teaching goals 教学目标
1. Target Language目标语言
Talk about news and the media
Practice expressing opinions
What do you think of ...?
What’s your opinion?
Why do you choose ...?
Perhaps ... is more important.
I would rather choose ...
I don’t think we should choose ...
Maybe it would be better to choose ...
Our readers want to know about ...
2. Ability goals能力目标
Students will act the role of editors. As editors, the students will decide which events to put in the newspaper.
3. Learning ability goals学能目标
By comparing different news media, students will learn to be editors. By speaking out their own opinions, students will learn to express their opinions.
Teaching important points教学重点
Practice expressing opinions.
Teaching difficult points教学难点
How to express one’s opinion clearly and make oneself understood.
Teaching methods教学方法
Discussing and speaking
Teaching aids 教具准备
A tape recorder, a projector and a computer
Teaching procedures && ways 教学过程与方式
Step I Revision
Check homework. Pick out some students’ homework to show to the whole class.
T: So much for your homework. As we know，things described in different ways have quite different effect. Being a reporter, one should observe the professional moral. Now let’s look at what some reporters have written.
Step Ⅱ Leading in
After checking homework, divide the students into different groups and hand out some newspapers to them. Ask them to find out the different events on different pages. Then discuss why these events are put in the newspaper. Students are given five minutes. Five minutes later, students are asked to speak out their opinions. During this activity, make sure each member is involved. When expressing their opinions, they should remember to use the following expressions.
I think ..., In my opinion ..., I think the reason why ... is that ...
T: Look at the newspapers in your hand. Please discuss why these events are put in the newspaper. Please speak out your opinions using the following expressions.
Show the expressions on the PowerPoint.
Five minutes later, students are asked to perform their discussion. They are encouraged to have different opinions.
T: OK. Boys and girls. Stop discussing please. I’d like each group to speak out your opinion. Don’t forget to use the expressions.
Eight minutes later, go on with the speaking part on Page10.
Step Ⅲ Speaking
T: Would you like to be an editor?
Ss: Yes.
T: If you are an editor, what events will you put in your newspaper?
Students may give various answers.
T: Good. Now suppose you are editors of a newspaper. Here are ten things that happened today. You may only report five of them (ON PAGE 10). Decide which events you are going to put in your newspaper and give reasons for your choices. Discuss with your group members. When you express your opinion, please use the following expressions. Show the expressions on the PowerPoint.
What do you think of ...?
What’s your opinion?
Why do you choose ...?
Perhaps ... is more important.
I would rather choose ...
I don’t think we should choose ...
Maybe it would be better to choose ...
Our readers want to know about ...
Students are given 8 minutes to discuss. 8 minutes later, they will be asked to act out
their discussion in front of the class.
Step Ⅳ Role play
Pair works on Page 88.
T: Boys and girls! Great news for you. A film star, a sports star and a fireman/firewoman are here. You have the golden opportunity to choose what you would like to be. And you will be interviewed by a very famous reporter. Complete the role cards on Page 88 and prepare your interview. You are given 8 minutes to do the interview. Then I will ask some pairs to perform.
Eight minutes later, ask some groups to present the interview.
Step Ⅴ Report
There are several different newspapers edited by students in our school. Teacher may
ask the student editors to introduce what work an editor does.
T: Student1, I was told you are an editor of the Students Union Paper. Would you please tell us what work an editor does?
S1: First I discuss the events with other editors and decide what to report. I also help writers to correct their writing.
T：How is your paper made?
S1: After having decided what to report, we will ask reporters to cover the events and write articles.
S2: After the stories being written, they will be handed to editors.
S1: Then we choose some good ones to put on different pages. Editors also write headlines for stories and make some necessary changes. Then the time for printing the newspaper comes.
T: Thank you very much. Now we are clear about an editor’s job and how the newspaper is made. If you want to learn more, please surf on the Internet and find how the newspaper is made. You can also find some information from the text on Page 11.
Step Ⅵ Homework
Surf on the Internet to find some information about news and news stories.
Read the text to find some information about how the news paper is made.
Record after teaching: Most of the students could only speak a little. Try to lead the students to speak more .
The Third Period Reading Teaching time : Sep. 14
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
headline, inform, informed, relate, talented, switch, present, reflect, effort, spiritual, AIDS, seldom, addict, social, ignore, attention, view, tolerate, affair, for once, be addicted to, suffer from, even if, draw attention to,
on all sides, change one’s mind, current affairs
b. 重点句型
The editor’s job is to keep the newspaper balanced and interesting to the readers.
2. Ability goal 能力目标
Enable students to talk about news and the media and learn how the news is made.
3. Learning ability goal 学能目标
Students are divided into different groups. Each groupmember will play a different role to talk about news and media. Each group member should be involved and knows his role very well. Through these activities students should learn to be involved, co-operate and solve problems.
Teaching important points教学重点
Talk about news and media.
Teaching difficult points教学难点
How to express oneself clearly and correctly.
Teaching methods教学方法
Listening, reading and discussing
Teaching aids 教具准备
A tape recorder, a projector and a computer
Teaching procedures && ways 教学过程与方式
Step Ⅰ Revision
Check the homework. Ask students to say something about newspaper.
T：Good morning/ afternoon, boys and girls!
Ss: Good morning Mr. /Ms …!
T: Yesterday I asked you to surf on the Internet to find some information about news and media. Have you found any?
S1: I’ve found the style of the news story. Most news stories have a very clear style. They give the main points at the top in the headline and the leading paragraph(s).
The body of the story then adds details, statements and comments from people involved in the story, and plus any background which the writer feels necessary.
S2: News stories are easy to understand. Most news stories have three distinct sections: the headline, lead and body. Since each of these sections repeat or expand upon the story’s main points, you get at least three chances to understand them. The opening paragraph of the news story is known as the lead. Usually, the
lead will tell you what the “something happened” is. That information is generally found in the subject and in main verb of the leading sentence, so a little knowledge of the grammar of the lead will be useful.
Something happened
● Something happened.
● Something is happening.
● Something is going to/is expected to/might happen.
● Someone said something happened.
● Someone said something was happening.
● Someone said something was going to happen.
● Someone said something should happen.
● Someone said something should not have happened.
S3: I have found something about headlines. From the internet I learned there are two types of headlines. Most news stories use sentence headlines although they may be shortened by omitting certain words as you will see later. Many feature stories and some very short news stories use phrase headlines or titles which leave out the verb. Here are some examples of them:
Sentence
headlines Green Party Refuses to Back Nader for President
Scientists Listen to Whale hearing Via’Third Ear’
Bush’s Strength Is Also His Weakness
Man Complains Bad Rope Spoiled His Suicide
Phrase
headlines Politician Killed in Pakistani City
Bush in T-shirt not for broadcast
Family Friendly Television Group Growing Face Transplant No Longer Science Fiction
Step Ⅱ Pre-reading
T: I’m very glad you have learned a lot about news and news stories. Les’s continue the headlines. In this class we are going to learn “Behind The Headlines”. First open your books and look at Page11. Look through the pre-reading. Look at the title and pictures. Try to guess which of the following questions the text will answer.
It doesn’t matter whether students answer the questions right or not. The text is easy to understand, so it is not necessary to spend much time on the text. After dealing with pre-reading, turn to the text.
Step Ⅲ Reading
First play the tape for students, and then students are asked to answer the following
questions:
1. Are the two reporters interviewing others or being interviewed?
2. How do reporters decide what they are going to write?
3. What is the editor’s job?
Show the questions on the PowerPoint.
T: OK, so much for the pre-reading. Let’s come to the text. First look at the questions on the screens. (Students read the questions together).I will play the tape of the text for you. When you listen to the tape, please try to find the answers to the three questions.
After listening to the tape, ask students to answer the questions. Then show the
suggested answers on the PowerPoint.
Suggested answers:
1. The two reporters are being interviewed. They are interviewees.
2. Editors and reporters will discuss what events to report, how to report them and why. Editors will listen to reporters’ ideas and give suggestions.
3. The editor’s job is to keep the newspaper balanced and interesting to readers.
T: Well done! Now read the text and discuss the questions with your partner. Why is media so important?
This time students are asked to read the text loudly. After reading the text, the students
should discuss the above questions with their partners. Several minutes later, ask
some students to give their answers. The teacher will sum up the answer.
Suggested answer:
The media can often help people to solve problems and draw their attention to situations where help is needed. Carefully written articles can help people become interested in important questions around the world. TV programmes and printed articles help people to learn about the other part of the world. They lead us to a better understanding of the world on all sides and to a future world where people from all countries are respected and different views and opinions are tolerated.
T: After you’ve learned a lot about the newspaper. I’d like you to complete the following diagram. Then try to explain how a newspaper is made according to the diagram.
Suggested answers:
After checking the answers, ask some students to explain how a newspaper is made.
Step Ⅳ Explanation
Deal with some difficult sentences.
T: Let’s come to some details of the text. Do you find any difficult sentences to understand?
S1: I cannot understand the title “Behind the Headlines”?
T: S2, how do you understand it?
S2: I think the text talks about news stories behind the headlines.
T: S3, what’s your opinion?
S3: I think the text tells how news stories are written.
S4: I think the text is about what an editor does, reporters’ work, how the news is made and written.
T: Quite right. The title tells us that the text is about editors and reporters’ work and how the news is made and written.
S1：Thanks. Could you explain this sentence to me? A reporter begins by contacting the people to be interviewed and then prepares questions.
T: Contacting the people that reporters are going to interview is reporters’ first step of work. That is to say, first they make an appointment with the people that they are going to interview, and then prepare the questions they are going to ask. After that they will write the news reports. Do you have any difficulty?
Ss: No more.
T: OK. Now let’s come to the post reading questions.
Step Ⅴ Post-reading
Look through the text again. Deal with the post-reading questions. Students are divided into groups and discuss the questions together. After several minutes, check the answers with the whole class.
T: Boys and girls! Now I’d like to have your answers. Group1, what is your answer to the first question?
Group1: How a reporter decides what to write, why people read newspapers, how newspapers report what happens and how newspapers help us understand the world are answered. The other two are not answered.
2-4 questions are open ending questions. Students are en couraged to give various
answers.
Step Ⅵ Homework
1. Here are the beginnings of two stories. Compare them and try to find out their differences.
Show the following pictures on the PowerPoint
2. Write Exercise 4 on Page 90 in their exercise-books.
Record after teaching:
The Ss got familiar with the process of making a newspaper .
The Forth Period : language points Teaching time : Sep. 15
Teaching goals教学目标
1．Target language目标语言
rather than , switch, keep + O. + O.C , adapt to, even though ect.
2．Learning ability goals学能目标
Let Ss learn how to use the expressions
Teaching important points教学重点
The use of the expressions.
Teaching difficult points教学难点
How to teach Ss to master the usage of the expressions
Teaching methods教学方法
Explanation, Practice
Teaching aids教具准备 A computer A blackboard
Teaching procedures && ways教学过程与方式
Step Ⅰ Revision
T: Good morning, Students！
S: Good morning, sir/madam！
T: First let’s review what you learnt in the last class. Who can tell me the words that you learnt in relation to news media ?
Step Ⅱ Language points 课文注释与疑难解析
1． The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read is made.
为了让我们了解他们的工作及我们看的新闻是如何产生的，这两个记者这
次同意转换角色，来做一次被采访者而不是采访者。
a. switch改变，变化；交换
He switched the conversation from one subject to another.
他转变了话题。
I used to cook on electricity, but I’ve switched to gas.
我过去用电烧饭，但现已换成用煤气了。
Let’s switch the discussion to another topic.
让我们换一个讨论题目。
（与on, off连用）开关（电器等设备）
Shall I switch the TV on? 我可以打开电视吗？
Please switch the radio off.请关掉收音机。
b. rather than 胜于, 是…而不是…；与其说是…不如说是…
These shoes are comfortable rather than pretty.
这双鞋不好看，但是舒服。
I would like soda rather than cola.
我喜欢喝苏打水，而不是可乐。
American young people would rather get advice from strangers.
美国的年轻人宁可从陌生人那里获取建议。
We would rather receive money than the usual gifts.
我们宁可接受钱，而不希望收到通常的礼物。
2. The editor’s job is to keep the newspaper balanced and interesting to the readers.
编辑的任务是保持报纸的均衡和趣味性。
keep the newspaper balanced and interesting为keep + 宾语+宾补结构式 使人或物保持…状态
宾补可以由介词短语、形容词、副词和分词短语充当。
I always keep the key in my pocket.
我总是把钥匙放在口袋里。
I’m sorry to keep you waiting for so long.
真抱歉让你等了这么长时间。
Please keep the room clean.
请保持室内清洁。
Keep him out.别让他进来。
3. Even though I have interviewed famous people, the story I like best is about an ordinary young woman who tries to adapt to her new life after having studied abroad.
尽管我采访过名人,但是我最喜欢的还是关于一个从国外学习归来的普通女孩努力适应新生活的故事。
此句中含有两个定语从句。I like best 是the story 的定语从句, who tries to adapt to her new life after having studied abroad是the young woman 的定语从句
a. even though/if即使, 尽管用作连词，引导让步状语从句。
Even if I have to walk all the way, I will get there.
即使我的一路走着去，我也要走到那里。
I like her even though she can be annoying.
尽管她有时很恼人，我还是喜欢她。
b. adapt to适合
When he moved to Canada, the children adapted to the change very well.
他移居加拿大后孩子们很快适应了变化。
Record after teaching :
Some Ss felt confused about the differences among “ more than , no more than , not more than , other than”
The Fifth Period Grammar Teaching time : Sep. 19
Teaching goals 教学目标
1. Target language目标语言
Enable students to identify words with positive, negative or neutral meaning.
Learn about the Past Participle (1): used as Attribute and Predicative
2. Ability goals 能力目标
Learn about the Past Participle (1): used as Attribute and Predicative
3. Learning ability goals学能目标
By doing exercises of past participle students will have a good command of the grammar.
Teaching important points教学重点
The Past Participle (1): used as Attribute and Predicative
Teaching difficult points 教学难点
Use the correct form of verbs to fill in blanks.
Teaching methods教学方法
Explaining and practicing
Teaching aids教具准备
1. A projector 2. A computer
Teaching procedures && ways教学过程与方式
Step Ⅰ Revision
Ask some students to make a brief introduction of Yang Lan.
Go over the text and ask students to pick out the sentences containing past participles.
Step Ⅱ Grammar
There are eight sentences in the text. Then do Exercise 1. Students are asked to do the exercises individually. Then check the answers with the whole class. After checking the answers, ask students to sum up the usage.
T: Please read the 8 sentences and find out which past participles are used as attribute and which are predicative. Later we will check the answers together.
Suggested answers:
Attribute: experienced, informed, talented, organised, stolen, addicted and printed
Predicative：needed, respected and tolerated
Do Exercise 2. Ask students to write the sentences on a piece of paper, and then show
some on the projector. Through this activity, enable students to be careful about their
writings.
Suggested answers:
informed decisions= decisions that are informed
talented journalists= journalists who are talented
an organized way= a way that is organized
stolen culture relics= culture relics that had been stolen
people addicted to drugs= people who are addicted to drugs
printed articles= articles that are printed
Then deal with Exercise 3-5 in a similar way.
Step Ⅲ Explanation
To make sure students fully understand the grammar, explain and sum up in Chinese.
过去分词具有动词的性质，同时兼有形容词或副词的性质，可以拥有自己的逻
主语和状语，在句中可以作表语、定语、状语和补足语。及物动词的过去分词
示“结束了的被动动作”或者没有一定的时间性,只表示“被动关系”。不及物
词的过去分词不表被动，只表示动作发生在谓语动词之前，含有“动作完成，
作结束”之含义。
1）作表语 表示主语的心理感觉或所处的状态。许多动词的过去分词已经被当作形容词使用。如：disappointed, excited, moved, puzzled, pleased, surprised, lost等。
The window is broken. 窗户碎了。
He’s gone. 他走了。
Don’t get so excited. 别这么激动。
2）作定语 单个的过去分词作定语一般放在名词的前面，过去分词短语作定语通常放在被修饰的词后面，相当于一个被动语态的定语从句。如：
There are many fallen leaves on the ground.
地上有许多落叶。
Some of them, born and brought up in rural villages, had never been to Beijing.
他们中的一些人，在农村出生并长大，从没去过北京。
过去分词作定语也可用作非限制性定语，前后用逗号隔开。如：
The books, written by Guo Jingming, are very popular with teenagers.
这些书是郭敬明写的，深受青少年的喜爱。
Step Ⅳ Consolidation
Choose some NMET exercises for students to practice. Show these exercises on the PowerPoint.
1. Prices of daily goods ____ through a computer can be lower than store prices.
A. are bought B. bought
C. been bought D. buying
2. With a lot of different problems ____, the newly-elected president is having a
hard time.
A. settled B. settling
C. to settle D. being settled
3. Don’t use words, expressions or phrases ____ only to people with specific knowledge.
A. being known B. having been known
C. to be known D. known
4. When I got back, I saw a message ____ to the door____ “Sorry to miss you; will call later.”
A. pin, read B. pinning, reading
C. pinned, reading D. pinned, read
Keys: B C D C
Word study exercises are assigned as homework. Students are asked to finish them
after class.
Step Ⅴ Homework
1. Finish the grammar exercises on Page91.
2. Finish Vocabulary Exercises 1-3 on Page89-90.:
Record after teaching :
Some Ss confused “v-ing” with “v-ed”/ “to do” used as attributive
Eg. an excited look
The Sixth Period Integrating Skills Teaching time : Sep. 20
Teaching goals教学目标
1. Target language目标语言
Talk about news. For a reporter, the basic task is to report an event truthfully.
2. Ability goals能力目标
Enable students to learn what facts are and what opinions are.
3. Learning ability goals学能目标
By comparing two passages about the same event, students will realizereporters should report events truthfully.
Teaching important points教学重点
Enable students to learn what facts are and what opinions are.
Teaching difficult points 教学难点
How to write news stories.
Teaching methods教学方法
Task- based teaching, comparing, and speaking
Teaching aids教具准备
1. A recorder 2. A projector 3. A computer
Teaching procedures && ways教学过程与方式
Step I Revision
Check the homework.
T: Boys and girls! Let’s look at the two stories.
Show the two pictures on the PowerPoint.
Who will say something about Picture1?
S1: It is a fairy tale.The story will be described in the order in which they happened.
T: Quite good. What about Picture 2?
S2: Picture 2 is a news story. I don’t think it is described in the order of time.
T: Right. That’s the difference. News stories seldom describe events in the order in which they happened (chronological order). News writers know their readers have
limited time and they want the latest or most significant developments (the news) first. Thus, news stories are opposite to fairy tales.
Show these sentences on the PowerPoint.
Step Ⅱ Listening
T: So much for the homework. Open your books and look at Page 15.Look at the two pictures first. Please describe the first picture.
S1: There are a group of angry men armed with sticks outside a factory.
T: Right! What about Picture 2?
S2: Waste gasses from the factory are being sent into the air. Many people with slogans in hand are demonstrating against pollution.
T: Yes, you are quite right. But can you imagine the two pictures are about the same event? Now I will play the tape for you to listen. After listening to the two reports,
you will discuss the questions on Page15.
Step Ⅲ Discussion
After listening to the tape, students are given several minutes to discuss the questions
in groups. After several minutes, students are asked to give their answers.
Suggested answers:
1. The first report is in favor of the company, while the second supports the
demonstrators.
I think the first report was written by a worker. The second was written by one of
the activists.
Less than a hundred people or more than ninety citizens outside a factory is fact.
That the police came is a fact.
Fighting with each other is also a fact. “Cause trouble, most successful company,
rude and noisy, difficult to get into the factory, trouble-makers” are opinions in the
first report. In the second the following are opinions.
“Responsible and caring, the city’s worst polluter, brave and strong, sent out a
group of angry men armed with sticks to fight with the citizens.”
2. For the first report, I would like to use “Trouble-makers were taken to the police station” as the headline. I would choose the picture with a group of men with sticks. For the second report, I would like to use “Demonstration outside the city’s worst polluter”. I would like to use the picture with many people holding slogans.
Step Ⅳ Speaking
After students finishing the group work, go back to the speaking activity and decide
how to report the events they have chosen. Discuss what picture to use and tell the
reasons. Decide what headlines to use and tell the reasons. For this activity students
are given 10 minutes. Ten minutes later, students report their discussion to the whole
class. In this activity each group member should be involved.
Step Ⅴ Writing
After the discussion and demonstration of the speaking activity, students are asked to write a short newspaper article about it. They will write the article individually. Ten minutes later, check some of the articles on the projector with the whole class. Compare their articles about the same event.
Step Ⅵ Homework
1. Learn Integrating Skills on Page 92 IN THE PUBLIC EYE by themselves.
2. Students are asked to write a paragraph in which they compare two kinds of media: TV and newspaper or TV and websites referring to Page 16.
Postscripts:
. The Seventh Period Writing Teaching time : Sep. 21
Teaching Goals教学目标
Enable Ss to write a review of compare two kinds of media & to write an article about a famous TV personality.
Teaching important points and difficult points教学重点和难点
How to write a better comparison paragraph
Teaching methods教学方法 Task-based method
Teaching aids教具准备 projector, A computer
Teaching procedures && ways教学过程与方式
Step Ⅰ Pre-writing
T: Now look at the tips which may be helpful for you on Page 16.
Tell Ss how to find the differences & similarities
Step Ⅱ Samples of the Writings
Writing on Page 16
Writing a paragraph in which you compare two kinds of media, for example websites
and newspapers.
The similarities and differences between
websites and newspapers
Newspapers and websites are both important news media. Newspapers are traditional and have a long history, while websites are new. But they are similar to each other. Both provide news stories and information for people. Both make money by selling ads. Both have different pages. Both have headlines and pictures. But there are great differences between newspapers and websites. The first major difference between newspapers and websites is that websites need a computer and the Internet, while you can read a newspaper everywhere. Another difference is their writers. Newspapers are written by reporters, but websites can be written by anyone. What’s more, many websites are free, while most newspapers cost money. And websites have not only pictures but also audios and videos, which makes stories more interesting. The final difference is that websites change all the time. Many websites are updated many times every day. The latest news is always available on websites. That’s why more people prefer websites to newspapers.
Writing on Page 93
Imagine that you are a reporter for your local newspaper. Your editor has asked you to write an article about a famous TV personality. The editor has given you a list of questions that the readers interested in. Think of more questions and use the answers to write your article.
Li Zhuang, a very young promising host!
Li Zhuang, though only 25, is one of the most popular TV personalities. He is famous for the programme “Music online”.
Li Zhuang has a gift for music. His mother is a music teacher. When he was a small kid, he could sing many songs. At the age of 5, his mother sent him to a music school and this provided him a lot of opportunities to perform on the stage. Perhaps that’s one of the reasons why he is so good at performance. He was very active on the stage. Two years ago, he graduated from a normal university and began his career as a host. Before he came, there wasn’t a music programme. This is a great challenge to him. He worked very hard and watched a lot of video tapes of world famous music hosts. He is full of energy. With his mellow voice he can sing songs very well. He often invites pop stars to his programme. He can build a bridge of understanding easily between the stars and the audience. His enthusiasm always inspires the viewers. When you watch his programme, you cannot help singing. He is very popular, especially among the young people.
Despite the success, Li Zhuang remains modest. He said,“I have a long way to go and should improve myself.” Perhaps he will leave the show for further study.
Such is Li Zhuang, a very young promising host!
Step Ⅲ Writing
Step Ⅳ Comments on the writing
The teacher shows a few copies of the students’ homework on the projector. The whole class will check the answers together and correct the mistakes if there are any.
How to Write a Good News Story!
By: Bill Nelson
Thanks to the Scouters on Scouts-L who contributed to this page.
As you know, it is wonderful to watch our youth as they grow through the Scouting
program in character, citizenship and moral and physical fitness! Everyone in our community should know what we are doing and the great education our youth are obtaining through Scouting. Consider having a publicity person in your unit.
The local newspapers and TV stations are looking for community stories so we
have a great opportunity to tell our story.
News releases are easy to write up and many newspapers and TV stations now have
email addresses that you can send them to. Don’t forget to send releases to your local church, educational, community or corporate newsletters!
Every news release should be written to answer the essential questions of any news
item, commonly called the five Ws plus one:
Who will do it? What will they do?
When will they do it? Where will they do it?
Why will they do it? How will they do it?
The structure of the news release is important. It must be written so that the reader
has the essential information at the outset. The lead, usually the first paragraph or two, should summarize the “five Ws” to give the reader an overview. The rest of the paragraphs will answer the six questions. The longer the news release, the better the reader will understand the news. The news release should be typed double-spaced. The top of the page should include a title, contact name, and telephone number. ALWAYS include the Council Web site address, from there people can find out more about what we do and how to join. Note that if a paper prints your news release and needs to trim off for space, they will trim from the bottom.
News releases should be sent out for all sorts of activities, including, but not limited
to:
Special trips Parent’s Nights
Special events Social Activities
Service Projects Election of Offices
Pinewood Derbies Spring and Fall Recruiting
Photos catch the eye of the reader and make a story more interesting. News reporters know this and want a photo in the story as much as you do. If you have a photo, send it to them, but many newspapers would prefer to shoot their own. That means giving them plenty of notice of when your event will take place.
Some Tips:
1. Local weekly and semi-weekly newspapers are much more likely to publish your story. Look on the Editorial pages of those newspapers for a list of phone numbers
and email addresses.
2. Watch, listen, read your local media and start a list of media outlets that reports on these types of local events.
3. Read the paper and get a feel for the writing style. Write a news story not an advertisement. Your article may be cut so put the most important items up front.
4. Write to each company and ask for their Guidelines for Submissions. This should outline exactly how they wish to be notified about your event. Some request snail mail (not too many now) some will provide a special fax number, others may have a hotline, and still others may offer email. They may also request a certain format.
Ask about any special issues. They may have a neighborhood section that comes out a specific day of the week, there may be an annual issue with community
groups. Ask about deadlines they may have for those issues.
5. Keep holidays in mind. It’s a cliché, but helping the needy at Christmas, helping with a 4th of July event, etc. is classic Scouting and a standard for many papers.
6. Submit, submit, and submit. They will not yell at you for overloading their mailbox. They receive dozens to hundreds of them each day/week. The best ones or ones
that catch the editor’s attention get published.
7. It may help if you can make friends with the editor.
8. For pictures, action shots are generally better than lineups but in any case be sure the people in the picture are identifiable. Think about a sports picture and how it
usually focuses on one or two people--the other six or twenty people who were around the action got cut out by the photo editor. The focus is now on the action and the attention grabber isn’t lost in a crowd of people. It helps to provide larger pictures, i.e., 8x10, when available. Providing negatives helps with some papers.
9. Sometimes all that will be published is the picture with a caption. Clearly identify everyone in the picture and you may wish to secure releases from the parents of the
kids. Some parent may not want a child’s picture in the paper.
10. Think of how your event is unusual, i.e., the man bites dog story rather than the dog bites man. Special awards, big numbers, etc. should start your story. Avoid beginning “At Troop 0s monthly court of honor ...” What is different about your court of honor or event. One unit got some great coverage for their Court of Honor (COH) when the bat lady was the program - “Bat Lady Gives Life to Two Scouts”. A professor who studies bats showed some slides at the COH in anticipation on an upcoming outing to a bat cave. They had her present the Life Scout badges to two boys. Meanwhile, the story included all the other recognitions
that evening. Another local troop sent in their list of awards from a COH the same night and got no story.
11. News comes from NEW, not old. Get your stories in right away. If you take a week getting the info to the media, it is less likely to be used--history doesn’t
sell many newspapers.
12. If your story doesn’t get into the paper, don’t give up. Keep at it, you may have just hit a big news day and there wasn’t room. If several stories don’t make it,
give the editor a call and find out what you could do to improve your chances of getting published.
Finally, don’t forget to thank the reporter after the article is published for doing a good job in reporting the event!
What Does An Editor Do?
www.persuasivepen.com
by Holmberg, Janis
An editor corrects and prepares writing for publication. Three kinds of editing many editorial services offer are proofreading, content editing, and consulting and creative editing, or rewriting.
Proofreading marks the document for types, spelling, capitalization, punctuation, subject-verb agreement, and errors in word usage.
Content editing includes proofreading notations, and also analyzes reports and makes suggestions for word choice, figures of speech, sentence and paragraph structure and style, and overall readability.
Consulting and creative editing includes proofreading and content editing, and also works with the writer to determine the target audience, define and project an identity, and design or redesign the document to connect with and convince the target audience.
Here are some examples of proofreading, content editing and consulting and creative editing:
The original paragraph:
It is my painful duty to inform you that circumstances forced me to request the Finance Manager to relinquish his position. This action was not taken lightly and without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22 .
The proofread paragraph:
It is my painful duty to inform you that circumstances forced me to request the finance manager to relinquish his position. This action was not taken lightly or without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22, 1999.
The edited paragraph:
I am sorry to inform you that I have asked the finance manager to resign his position. I took this action because the company has evidence that this employee misrepresented his educational qualifications. The resignation is effective January 22, 1999.
The recreated paragraph:
Effective January 22, 1999, the finance manager has resigned his position with XXX Company.
Each revision reflects a decision about what and how much to change. A good editor works with the client to communicate clearly and concisely.
Some practical things
1. Brainstorming meetings.
Have them, but you’ll need a few rules to make them work. Sometimes I schedule them and make attendance mandatory. These meetings always have a topic, announced in advance. It might be something as simple as, “How can we come up with a great story for Mother’s Day” or it might be to explore some broader topic in the news, such as, “What can we do that no one else is doing on how DNA evidence is affecting the criminal justice system.”
Keep the meeting on the subject and never have one without a topic or it will turn into a useless bull session or maybe even a gripe session.
More often, the brainstorming sessions are held standing up, in the middle of our newsroom, over some story that is in the news or some issue that is suddenly on our
minds.
It is vital to foster an environment in which these discussions happen spontaneously, and anyone in the room feels free to start them.
Whether the meetings happen spontaneously or are scheduled, there is one golden rule. No one is allowed to say something is a bad idea. It kills discussion. And a lot of the best ideas are the ones that may sound stupid at first because they are different. The obligation of everyone in the brainstorming session should be to run with the idea and see where it leads. The prevailing ethic of these meetings should be this thought: If we were to proceed with this idea, what would we do?
2. Go for walks outside.
Get out of the office as much as you can, especially if you are a manager and actually have an office. In the office, it is hard for an editor to shed the illusion that
he has power, and this can make it difficult for folks to talk freely in front of you. The worst place you can be if you want your staff’s best thinking is on your throne
behind your desk. It’s not that getting out of the office fools anybody. They still understand the power relationships. But when you are outside, walking together, the symbols of editor power are absent and both you and your staffer can be more relaxed. The conversation changes from underling-boss to two folks who care about journalism having a chat. This more than a good way to talk to staff about story ideas or about their work. I think it is THE way to conduct job interviews. I always
take job candidates out of the office for a stroll to Central Park. On these jaunts, the candidate’s personality true personality is likely to come out, and since you will be
spending more time with your staff than with your spouse, you don’t want to hire any assholes. Added benefit: I get to smoke a good cigar when I walk.
3. Mentoring as part of the job.
Almost every newspaper has a few privileged writers. They have the best jobs, cover the biggest stories, and do the least amount of routine. (Here at AP, the writers in my department are particularly privileged. Their job is to do the great stories. They can go anywhere, write about anything, and take all the time that they need, as long as they produce first-class work.) With such privilege there should also be responsibility. So, I have made mentoring a category-along with such things as writing quality, productivity, creativity, etc. - in the annual appraisal form for my writers. There is no formal mentoring program. Rather, I make it clear to my writers that they have a responsibility to share what they know and that they had better find a way to do it. Some of them have taken several inexperienced bureau reporters under their wings. Others make it a point of stopping in at local AP bureaus on their travels and conducting writing or reporting workshops. And, oh yeah. No mentoring, no merit raise.
4. Where do ideas come from?
Make sure that everyone in the newsroom understands that at least 90 percent of the story ideas come from writers. Writers who sit around waiting for assignments
are not doing their jobs and need to be told as much. Editors who dream up most of the ideas for their staffs and then assign them are an even bigger problem and should be reeducated or fired. It’s not that editors can’t have ideas. Of course they can. But there is no way they can have anywhere enough good ones to keep a staff busy. I work in an office overlooking Rockefeller Plaza. If I lean out my window, I can see the famous skating rink, but that’s all I can see of the world from the place I spend most of my time. If, from here, I already know something is a story, how likely it is to be news. The writers must be the eyes and ears of the newspaper. The best ideas are the ones they come back to the office with and astonish us. Make idea generation the most heavily weighted category in annual evaluations of reporters.
5. First person stories.
Encourage them - especially in writers who write in journalese or with stiff, institutional voices. There is something about writing in first-person, about personal
experiences, that loosens writers up. It helps them overcome wrong-headed ideas about what journalism writing is supposed to be like and find their own natural
voices as writers.
6. Big ideas Movie reviews.
Encourage staffers all over the newspaper to write them -once again, especially those writers mired in journalese or institutional writing voices. Reviews, too, can loosen these writers up and help them discover their own voices. One AP writer, for example, has become a much different and much better writer since taking a regular turn reviewing children’s movies. (He always takes his kids along for their expert opinions.)
Big ideas
Beware of the boxes.
Newsroom structures put our staffs, and often our thinking, inside boxes. Usually they have labels such as “sports,” “business,” “arts && entertainment,” etc. The world, however, is not organized that way. We must not let the boxes we are in define how we see the world or how we write our stories. But often we do. Suppose, for example, we learn that a new restaurant near the State House is the new hot place for legislators to have their power lunches. If the business department does the story, it will be a business story. If the politics desk does it, it will be a political story. If the city desk does it, it may be a city life story. It could also be a restaurant review. But what is the BEST story? Meanwhile, some of the very best stories may not get done at all because they don’t fall into any of the boxes we have created. We must let the world as it is -- not our organizational structures -- define our work. And if you’ve moved to a team structure, don’t make the mistake of thinking you have solved this problem. What you have done is create a different set of boxes.
The First Period Listening Teaching time : 10.18
Teaching goals教学目标
1. Target language目标语言
重点词汇和短语 consist, powerful, state, confusing, mistaken
2. Ability goal能力目标
Listen to a dialogue and from the dialogue the students should have an opinion that people will have different reports about the same event.
3. Learning ability goal学能目标
Listen to a dialogue and be able to express one’s opinion in a positive or negative way.
Teaching important points教学重点
Talk about news and media
Teaching difficult points 教学难点
How to improve students’ listening ability and teach them
to express opinions.
Teaching methods 教学方法
1. Listening to the tape (individuals).
2. Discussion after listening to the materials.
Teaching aids 教具准备
1. A recorder
2. A projector
3. A computer
Teaching procedures & ways 教学过程与方式
Step I Leading in
T: Good morning, boys and girls! Look, what is in my hand?
Ss: A newspaper.
T: What can we get from a newspaper?
Ss: We can learn what has happened or is happening home and abroad.
T: Good. Do you read newspapers every day?
S1: No, I surf on the internet. In my opinion, the most popular and convenient way is to surf on the internet.
S2: I would like to listen to radio.
S3: I watch TV every day.
S4: I prefer to read magazines. There are photos in magazines. They are pleasing to the eyes. And photos help us to understand the articles.
T: Quite good. I’m very glad you know many kinds of news media. Now let’s talk more about these news media.
Step Ⅱ Warming up
First the teacher will show students different news media. Then talk about them and compare these news media.
T: Boys and girls, please look at the questions on the PowerPoint. I’d like you to discuss them with your partner for 3 minutes. Then I will ask you to speak out your
opinions.
After students express their opinions, show the possible answers on the PowerPoint.
Possible answers:
1. I think TV is the most reliable news media. Because we can see who is responsible for the news.
2. Websites keep on updating the news. So on websites you can always learn the latest news, sometimes even with audio and video.
From TV you can see both the broadcaster and videos. From radio you can only hear the voice without seeing the scenes. You can read newspaper everywhere. It is easy to get magazines and we can take longer time to read them.
3. I trust TV, leading papers and important radio stations.
4. No.
5. magazine, newspaper, radio, TV, website, broadcast, editor, edit, editorials, facts, headline, interview, journalist, opinions, reliable, reporter, true and so on.
Step Ⅲ Pre-listening
Ask students to look at the two pictures on Page 10. Talk about the two pictures first. Ask students to use their imagination and describe the scenes. Try to think of as many words as possible to describe people.
Step Ⅳ Listening
Play the tape for the students. After listening for the first time, the students should tick the information they can hear in each part. Then play the tape again. This time students will answer the second question on Page 10. After checking the answers, do the rest of the exercises.
Step Ⅴ Describing people
Show the following passages to the students. Ask them to read the passages and speak out what impression the people give them. Are they described in a positive way or a negative way?
T: Ok. Boys and girls. Look at the two short passages. Try to judge whether they are described in a positive way or not.
John Trussell
My little brother. (I don’t care that he’s four years older than me.) I never had a brother before, but he’s the best one I think I may ever have who brings me the pleasure of adopting (收养). In spite of all the pain that he occasionally goes through, I have seen him bear it with patience and calm, and do his best to make certain that no one else was hurt before coping with his own pain. It is my only hope that I will never lose this little brother.
Chuck Tetzlaff
He is very funny, overworked, and is the third man I’ve ever met who can consistently make me unable to stop laughing. At the same point, I will get to see him more often, but that will probably be after he finishes working for his Chemistry Professor.
Ss: They are described in a positive way.
T: Read the following passage. Try to judge the man’s attitude towards life.
I was on my way down an elevator at the Hilton in Arlington, Texas, ready to begin a seminar on how to develop more positive team relationships. I shared that ride with a man whose face bore the frown lines that evidenced a less-than-positive attitude.
He commented, “I’m not so sure about this elevator.”
“Oh? Why not?” I asked.
“It was slow getting to us, and it sounds funny.”
“I’m sure we’ll make it,” I encouraged him.
“I don’t know. You never can tell about these things.”
When we arrived at the first floor, I said, “Well, we made it!”
Unimpressed, he answered, “Yeah, but the door’s not open yet.”
Ss: The man’s attitude is negative.
T: Yes, you are quite right. Being positive makes life enjoyable.
Read the following. It will help you to become positive.
Changing negative thoughts
Situation Negative
thoughts Other explanations
Getting critical
feedback for
an essay I am stupid. I didn’t have much time to do this essay the workload has been very heavy recently. I chose to do other things as well. The work is supposed to be challenging. Constructive criticism helps me to improve. I’ve done well in the past, which shows I can do well.
My friend does
not want to see
me tonight. They don’t
care about
me any more. They said they had to work tonight - this is most likely true. We saw each other at the weekend and had a good time. They said some nice things to me lately and seemed to care the last time we met.
T: After we learn so much about negative and positive description. I’m sure you can describe people in both ways. Today’s homework is to describe someone that you
are familiar with in a negative way and then in a positive way.
Step Ⅵ Homework
1. Finish the listening exercises on Page88.
2. Try to describe someone that you are familiar with in a negative way first and then in a positive way.
Record after teaching:
For listening part, it’s difficult for the Ss to write the words in the last step.
The Second Period Speaking Teaching time : Oct. 19
Teaching goals 教学目标
1. Target Language目标语言
Talk about news and the media
Practice expressing opinions
What do you think of ...?
What’s your opinion?
Why do you choose ...?
Perhaps ... is more important.
I would rather choose ...
I don’t think we should choose ...
Maybe it would be better to choose ...
Our readers want to know about ...
2. Ability goals能力目标
Students will act the role of editors. As editors, the students will decide which events to put in the newspaper.
3. Learning ability goals学能目标
By comparing different news media, students will learn to be editors. By speaking out their own opinions, students will learn to express their opinions.
Teaching important points教学重点
Practice expressing opinions.
Teaching difficult points教学难点
How to express one’s opinion clearly and make oneself understood.
Teaching methods教学方法
Discussing and speaking
Teaching aids 教具准备
A tape recorder, a projector and a computer
Teaching procedures && ways 教学过程与方式
Step I Revision
Check homework. Pick out some students’ homework to show to the whole class.
T: So much for your homework. As we know，things described in different ways have quite different effect. Being a reporter, one should observe the professional moral. Now let’s look at what some reporters have written.
Step Ⅱ Leading in
After checking homework, divide the students into different groups and hand out some newspapers to them. Ask them to find out the different events on different pages. Then discuss why these events are put in the newspaper. Students are given five minutes. Five minutes later, students are asked to speak out their opinions. During this activity, make sure each member is involved. When expressing their opinions, they should remember to use the following expressions.
I think ..., In my opinion ..., I think the reason why ... is that ...
T: Look at the newspapers in your hand. Please discuss why these events are put in the newspaper. Please speak out your opinions using the following expressions.
Show the expressions on the PowerPoint.
Five minutes later, students are asked to perform their discussion. They are encouraged to have different opinions.
T: OK. Boys and girls. Stop discussing please. I’d like each group to speak out your opinion. Don’t forget to use the expressions.
Eight minutes later, go on with the speaking part on Page10.
Step Ⅲ Speaking
T: Would you like to be an editor?
Ss: Yes.
T: If you are an editor, what events will you put in your newspaper?
Students may give various answers.
T: Good. Now suppose you are editors of a newspaper. Here are ten things that happened today. You may only report five of them (ON PAGE 10). Decide which events you are going to put in your newspaper and give reasons for your choices. Discuss with your group members. When you express your opinion, please use the following expressions. Show the expressions on the PowerPoint.
What do you think of ...?
What’s your opinion?
Why do you choose ...?
Perhaps ... is more important.
I would rather choose ...
I don’t think we should choose ...
Maybe it would be better to choose ...
Our readers want to know about ...
Students are given 8 minutes to discuss. 8 minutes later, they will be asked to act out
their discussion in front of the class.
Step Ⅳ Role play
Pair works on Page 88.
T: Boys and girls! Great news for you. A film star, a sports star and a fireman/firewoman are here. You have the golden opportunity to choose what you would like to be. And you will be interviewed by a very famous reporter. Complete the role cards on Page 88 and prepare your interview. You are given 8 minutes to do the interview. Then I will ask some pairs to perform.
Eight minutes later, ask some groups to present the interview.
Step Ⅴ Report
There are several different newspapers edited by students in our school. Teacher may
ask the student editors to introduce what work an editor does.
T: Student1, I was told you are an editor of the Students Union Paper. Would you please tell us what work an editor does?
S1: First I discuss the events with other editors and decide what to report. I also help writers to correct their writing.
T：How is your paper made?
S1: After having decided what to report, we will ask reporters to cover the events and write articles.
S2: After the stories being written, they will be handed to editors.
S1: Then we choose some good ones to put on different pages. Editors also write headlines for stories and make some necessary changes. Then the time for printing the newspaper comes.
T: Thank you very much. Now we are clear about an editor’s job and how the newspaper is made. If you want to learn more, please surf on the Internet and find how the newspaper is made. You can also find some information from the text on Page 11.
Step Ⅵ Homework
Surf on the Internet to find some information about news and news stories.
Read the text to find some information about how the news paper is made.
Record after teaching: Most of the students can only speak a little. Try to lead the students to speak more .
The Third Period Reading Teaching time : Oct. 20
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
headline, inform, informed, relate, talented, switch, present, reflect, effort, spiritual, AIDS, seldom, addict, social, ignore, attention, view, tolerate, affair, for once, be addicted to, suffer from, even if, draw attention to,
on all sides, change one’s mind, current affairs
b. 重点句型
The editor’s job is to keep the newspaper balanced and interesting to the readers.
2. Ability goal 能力目标
Enable students to talk about news and the media and learn how the news is made.
3. Learning ability goal 学能目标
Students are divided into different groups. Each groupmember will play a different role to talk about news and media. Each group member should be involved and knows his role very well. Through these activities students should learn to be involved, co-operate and solve problems.
Teaching important points教学重点
Talk about news and media.
Teaching difficult points教学难点
How to express oneself clearly and correctly.
Teaching methods教学方法
Listening, reading and discussing
Teaching aids 教具准备
A tape recorder, a projector and a computer
Teaching procedures && ways 教学过程与方式
Step Ⅰ Revision
Check the homework. Ask students to say something about newspaper.
T：Good morning/ afternoon, boys and girls!
Ss: Good morning Mr. /Ms …!
T: Yesterday I asked you to surf on the Internet to find some information about news and media. Have you found any?
S1: I’ve found the style of the news story. Most news stories have a very clear style. They give the main points at the top in the headline and the leading paragraph(s).
The body of the story then adds details, statements and comments from people involved in the story, and plus any background which the writer feels necessary.
S2: News stories are easy to understand. Most news stories have three distinct sections: the headline, lead and body. Since each of these sections repeat or expand upon the story’s main points, you get at least three chances to understand them. The opening paragraph of the news story is known as the lead. Usually, the
lead will tell you what the “something happened” is. That information is generally found in the subject and in main verb of the leading sentence, so a little knowledge of the grammar of the lead will be useful.
Something happened
● Something happened.
● Something is happening.
● Something is going to/is expected to/might happen.
● Someone said something happened.
● Someone said something was happening.
● Someone said something was going to happen.
● Someone said something should happen.
● Someone said something should not have happened.
S3: I have found something about headlines. From the internet I learned there are two types of headlines. Most news stories use sentence headlines although they may be shortened by omitting certain words as you will see later. Many feature stories and some very short news stories use phrase headlines or titles which leave out the verb. Here are some examples of them:
Sentence
headlines Green Party Refuses to Back Nader for President
Scientists Listen to Whale hearing Via’Third Ear’
Bush’s Strength Is Also His Weakness
Man Complains Bad Rope Spoiled His Suicide
Phrase
headlines Politician Killed in Pakistani City
Bush in T-shirt not for broadcast
Family Friendly Television Group Growing Face Transplant No Longer Science Fiction
Step Ⅱ Pre-reading
T: I’m very glad you have learned a lot about news and news stories. Les’s continue the headlines. In this class we are going to learn “Behind The Headlines”. First open your books and look at Page11. Look through the pre-reading. Look at the title and pictures. Try to guess which of the following questions the text will answer.
It doesn’t matter whether students answer the questions right or not. The text is easy to understand, so it is not necessary to spend much time on the text. After dealing with pre-reading, turn to the text.
Step Ⅲ Reading
First play the tape for students, and then students are asked to answer the following
questions:
1. Are the two reporters interviewing others or being interviewed?
2. How do reporters decide what they are going to write?
3. What is the editor’s job?
Show the questions on the PowerPoint.
T: OK, so much for the pre-reading. Let’s come to the text. First look at the questions on the screens. (Students read the questions together).I will play the tape of the text for you. When you listen to the tape, please try to find the answers to the three questions.
After listening to the tape, ask students to answer the questions. Then show the
suggested answers on the PowerPoint.
Suggested answers:
1. The two reporters are being interviewed. They are interviewees.
2. Editors and reporters will discuss what events to report, how to report them and why. Editors will listen to reporters’ ideas and give suggestions.
3. The editor’s job is to keep the newspaper balanced and interesting to readers.
T: Well done! Now read the text and discuss the questions with your partner. Why is media so important?
This time students are asked to read the text loudly. After reading the text, the students
should discuss the above questions with their partners. Several minutes later, ask
some students to give their answers. The teacher will sum up the answer.
Suggested answer:
The media can often help people to solve problems and draw their attention to situations where help is needed. Carefully written articles can help people become interested in important questions around the world. TV programmes and printed articles help people to learn about the other part of the world. They lead us to a better understanding of the world on all sides and to a future world where people from all countries are respected and different views and opinions are tolerated.
T: After you’ve learned a lot about the newspaper. I’d like you to complete the following diagram. Then try to explain how a newspaper is made according to the diagram.
Suggested answers:
After checking the answers, ask some students to explain how a newspaper is made.
Step Ⅳ Explanation
Deal with some difficult sentences.
T: Let’s come to some details of the text. Do you find any difficult sentences to understand?
S1: I cannot understand the title “Behind the Headlines”?
T: S2, how do you understand it?
S2: I think the text talks about news stories behind the headlines.
T: S3, what’s your opinion?
S3: I think the text tells how news stories are written.
S4: I think the text is about what an editor does, reporters’ work, how the news is made and written.
T: Quite right. The title tells us that the text is about editors and reporters’ work and how the news is made and written.
S1：Thanks. Could you explain this sentence to me? A reporter begins by contacting the people to be interviewed and then prepares questions.
T: Contacting the people that reporters are going to interview is reporters’ first step of work. That is to say, first they make an appointment with the people that they are going to interview, and then prepare the questions they are going to ask. After that they will write the news reports. Do you have any difficulty?
Ss: No more.
T: OK. Now let’s come to the post reading questions.
Step Ⅴ Post-reading
Look through the text again. Deal with the post-reading questions. Students are divided into groups and discuss the questions together. After several minutes, check the answers with the whole class.
T: Boys and girls! Now I’d like to have your answers. Group1, what is your answer to the first question?
Group1: How a reporter decides what to write, why people read newspapers, how newspapers report what happens and how newspapers help us understand the world are answered. The other two are not answered.
2-4 questions are open ending questions. Students are en couraged to give various
answers.
Step Ⅵ Homework
1. Here are the beginnings of two stories. Compare them and try to find out their differences.
Show the following pictures on the PowerPoint 4 on Page 90 in their exercise-books.
Record after teaching:
The Ss got familiar with the process of making a newspaper .
The Forth Period : language points Teaching time : Oct. 21
Teaching goals教学目标
1．Target language目标语言
rather than , switch, keep + O. + O.C , adapt to, even though ect.
2．Learning ability goals学能目标
Let Ss learn how to use the expressions
Teaching important points教学重点
The use of the expressions.
Teaching difficult points教学难点
How to teach Ss to master the usage of the expressions
Teaching methods教学方法
Explanation, Practice
Teaching aids教具准备 A computer A blackboard
Teaching procedures && ways教学过程与方式
Step Ⅰ Revision
T: Good morning, Students！
S: Good morning, sir/madam！
T: First let’s review what you learnt in the last class. Who can tell me the words that you learnt in relation to news media ?
Step Ⅱ Language points 课文注释与疑难解析
1． The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read is made.
为了让我们了解他们的工作及我们看的新闻是如何产生的，这两个记者这
次同意转换角色，来做一次被采访者而不是采访者。
a. switch改变，变化；交换
He switched the conversation from one subject to another.
他转变了话题。
I used to cook on electricity, but I’ve switched to gas.
我过去用电烧饭，但现已换成用煤气了。
Let’s switch the discussion to another topic.
让我们换一个讨论题目。
（与on, off连用）开关（电器等设备）
Shall I switch the TV on? 我可以打开电视吗？
Please switch the radio off.请关掉收音机。
b. rather than 胜于, 是…而不是…；与其说是…不如说是…
These shoes are comfortable rather than pretty.
这双鞋不好看，但是舒服。
I would like soda rather than cola.
我喜欢喝苏打水，而不是可乐。
American young people would rather get advice from strangers.
美国的年轻人宁可从陌生人那里获取建议。
We would rather receive money than the usual gifts.
我们宁可接受钱，而不希望收到通常的礼物。
2. The editor’s job is to keep the newspaper balanced and interesting to the readers.
编辑的任务是保持报纸的均衡和趣味性。
keep the newspaper balanced and interesting为keep + 宾语+宾补结构式 使人或物保持…状态
宾补可以由介词短语、形容词、副词和分词短语充当。
I always keep the key in my pocket.
我总是把钥匙放在口袋里。
I’m sorry to keep you waiting for so long.
真抱歉让你等了这么长时间。
Please keep the room clean.
请保持室内清洁。
Keep him out.别让他进来。
3. Even though I have interviewed famous people, the story I like best is about an ordinary young woman who tries to adapt to her new life after having studied abroad.
尽管我采访过名人,但是我最喜欢的还是关于一个从国外学习归来的普通女孩努力适应新生活的故事。
此句中含有两个定语从句。I like best 是the story 的定语从句, who tries to adapt to her new life after having studied abroad是the young woman 的定语从句
a. even though/if即使, 尽管用作连词，引导让步状语从句。
Even if I have to walk all the way, I will get there.
即使我的一路走着去，我也要走到那里。
I like her even though she can be annoying.
尽管她有时很恼人，我还是喜欢她。
b. adapt to适合
When he moved to Canada, the children adapted to the change very well.
他移居加拿大后孩子们很快适应了变化。
Record after teaching :
Some Ss felt confused about the differences among “ more than , no more than , not more than , other than”
The Fifth Period Grammar Teaching time : Oct. 22
Teaching goals 教学目标
1. Target language目标语言
Enable students to identify words with positive, negative or neutral meaning.
Learn about the Past Participle (1): used as Attribute and Predicative
2. Ability goals 能力目标
Learn about the Past Participle (1): used as Attribute and Predicative
3. Learning ability goals学能目标
By doing exercises of past participle students will have a good command of the grammar.
Teaching important points教学重点
The Past Participle (1): used as Attribute and Predicative
Teaching difficult points 教学难点
Use the correct form of verbs to fill in blanks.
Teaching methods教学方法
Explaining and practicing
Teaching aids教具准备
1. A projector 2. A computer
Teaching procedures && ways教学过程与方式
Step Ⅰ Revision
Ask some students to make a brief introduction of Yang Lan.
Go over the text and ask students to pick out the sentences containing past participles.
Step Ⅱ Grammar
There are eight sentences in the text. Then do Exercise 1. Students are asked to do the exercises individually. Then check the answers with the whole class. After checking the answers, ask students to sum up the usage.
T: Please read the 8 sentences and find out which past participles are used as attribute and which are predicative. Later we will check the answers together.
Suggested answers:
Attribute: experienced, informed, talented, organised, stolen, addicted and printed
Predicative：needed, respected and tolerated
Do Exercise 2. Ask students to write the sentences on a piece of paper, and then show
some on the projector. Through this activity, enable students to be careful about their
writings.
Suggested answers:
informed decisions= decisions that are informed
talented journalists= journalists who are talented
an organized way= a way that is organized
stolen culture relics= culture relics that had been stolen
people addicted to drugs= people who are addicted to drugs
printed articles= articles that are printed
Then deal with Exercise 3-5 in a similar way.
Step Ⅲ Explanation
To make sure students fully understand the grammar, explain and sum up in Chinese.
Step Ⅳ Consolidation
Choose some NMET exercises for students to practice. Show these exercises on the PowerPoint.
1. Prices of daily goods ____ through a computer can be lower than store prices.
A. are bought B. bought
C. been bought D. buying
2. With a lot of different problems ____, the newly-elected president is having a
hard time.
A. settled B. settling
C. to settle D. being settled
3. Don’t use words, expressions or phrases ____ only to people with specific knowledge.
A. being known B. having been known
C. to be known D. known
4. When I got back, I saw a message ____ to the door____ “Sorry to miss you; will call later.”
A. pin, read B. pinning, reading
C. pinned, reading D. pinned, read
Keys: B C D C
Word study exercises are assigned as homework. Students are asked to finish them
after class.
Step Ⅴ Homework
1. Finish the grammar exercises on Page91.
2. Finish Vocabulary Exercises 1-3 on Page89-90.:
Record after teaching :
Some Ss confused “v-ing” with “v-ed”/ “to do” used as attributive
Eg. an excited look
The Sixth Period Integrating Skills Teaching time :Oct. 23
Teaching goals教学目标
1. Target language目标语言
Talk about news. For a reporter, the basic task is to report an event truthfully.
2. Ability goals能力目标
Enable students to learn what facts are and what opinions are.
3. Learning ability goals学能目标
By comparing two passages about the same event, students will realizereporters should report events truthfully.
Teaching important points教学重点
Enable students to learn what facts are and what opinions are.
Teaching difficult points 教学难点
How to write news stories.
Teaching methods教学方法
Task- based teaching, comparing, and speaking
Teaching aids教具准备
1. A recorder 2. A projector 3. A computer
Teaching procedures && ways教学过程与方式
Step I Revision
Check the homework.
T: Boys and girls! Let’s look at the two stories.
Show the two pictures on the PowerPoint.
Who will say something about Picture1?
1: It is a fairy tale.The story will be described in the order in which they happened.
T: Quite good. What about Picture 2?
S2: Picture 2 is a news story. I don’t think it is described in the order of time.
T: Right. That’s the difference. News stories seldom describe events in the order in which they happened (chronological order). News writers know their readers have
limited time and they want the latest or most significant developments (the news) first. Thus, news stories are opposite to fairy tales.
Show these sentences on the PowerPoint.
Step Ⅱ Listening
T: So much for the homework. Open your books and look at Page 15.Look at the two pictures first. Please describe the first picture.
S1: There are a group of angry men armed with sticks outside a factory.
T: Right! What about Picture 2?
S2: Waste gasses from the factory are being sent into the air. Many people with slogans in hand are demonstrating against pollution.
T: Yes, you are quite right. But can you imagine the two pictures are about the same event? Now I will play the tape for you to listen. After listening to the two reports,
you will discuss the questions on Page15.
Step Ⅲ Discussion
After listening to the tape, students are given several minutes to discuss the questions
in groups. After several minutes, students are asked to give their answers.
Suggested answers:
1. The first report is in favor of the company, while the second supports the
demonstrators.
I think the first report was written by a worker. The second was written by one of
the activists.
Less than a hundred people or more than ninety citizens outside a factory is fact.
That the police came is a fact.
Fighting with each other is also a fact. “Cause trouble, most successful company,
rude and noisy, difficult to get into the factory, trouble-makers” are opinions in the
first report. In the second the following are opinions.
“Responsible and caring, the city’s worst polluter, brave and strong, sent out a
group of angry men armed with sticks to fight with the citizens.”
2. For the first report, I would like to use “Trouble-makers were taken to the police station” as the headline. I would choose the picture with a group of men with sticks. For the second report, I would like to use “Demonstration outside the city’s worst polluter”. I would like to use the picture with many people holding slogans.
Step Ⅳ Speaking
After students finishing the group work, go back to the speaking activity and decide
how to report the events they have chosen. Discuss what picture to use and tell the
reasons. Decide what headlines to use and tell the reasons. For this activity students
are given 10 minutes. Ten minutes later, students report their discussion to the whole
class. In this activity each group member should be involved.
Step Ⅴ Writing
After the discussion and demonstration of the speaking activity, students are asked to write a short newspaper article about it. They will write the article individually. Ten minutes later, check some of the articles on the projector with the whole class. Compare their articles about the same event.
Step Ⅵ Homework
1. Learn Integrating Skills on Page 92 IN THE PUBLIC EYE by themselves.
2. Students are asked to write a paragraph in which they compare two kinds of media: TV and newspaper or TV and websites referring to Page 16.
Postscripts:
. The Seventh Period Writing Teaching time : Oct.24
Teaching Goals教学目标
Enable Ss to write a review of compare two kinds of media & to write an article about a famous TV personality.
Teaching important points and difficult points教学重点和难点
How to write a better comparison paragraph
Teaching methods教学方法 Task-based method
Teaching aids教具准备 projector, A computer
Teaching procedures && ways教学过程与方式
Step Ⅰ Pre-writing
T: Now look at the tips which may be helpful for you on Page 16.
Tell Ss how to find the differences & similarities
Step Ⅱ Samples of the Writings
Writing on Page 16
Writing a paragraph in which you compare two kinds of media, for example websites
and newspapers.
The similarities and differences between
websites and newspapers
Newspapers and websites are both important news media. Newspapers are traditional and have a long history, while websites are new. But they are similar to each other. Both provide news stories and information for people. Both make money by selling ads. Both have different pages. Both have headlines and pictures. But there are great differences between newspapers and websites. The first major difference between newspapers and websites is that websites need a computer and the Internet, while you can read a newspaper everywhere. Another difference is their writers. Newspapers are written by reporters, but websites can be written by anyone. What’s more, many websites are free, while most newspapers cost money. And websites have not only pictures but also audios and videos, which makes stories more interesting. The final difference is that websites change all the time. Many websites are updated many times every day. The latest news is always available on websites. That’s why more people prefer websites to newspapers.
Writing on Page 93
Imagine that you are a reporter for your local newspaper. Your editor has asked you to write an article about a famous TV personality. The editor has given you a list of questions that the readers interested in. Think of more questions and use the answers to write your article.
Li Zhuang, a very young promising host!
Li Zhuang, though only 25, is one of the most popular TV personalities. He is famous for the programme “Music online”.
Li Zhuang has a gift for music. His mother is a music teacher. When he was a small kid, he could sing many songs. At the age of 5, his mother sent him to a music school and this provided him a lot of opportunities to perform on the stage. Perhaps that’s one of the reasons why he is so good at performance. He was very active on the stage. Two years ago, he graduated from a normal university and began his career as a host. Before he came, there wasn’t a music programme. This is a great challenge to him. He worked very hard and watched a lot of video tapes of world famous music hosts. He is full of energy. With his mellow voice he can sing songs very well. He often invites pop stars to his programme. He can build a bridge of understanding easily between the stars and the audience. His enthusiasm always inspires the viewers. When you watch his programme, you cannot help singing. He is very popular, especially among the young people.
Despite the success, Li Zhuang remains modest. He said,“I have a long way to go and should improve myself.” Perhaps he will leave the show for further study.
Such is Li Zhuang, a very young promising host!
Step Ⅲ Writing
Step Ⅳ Comments on the writing
The teacher shows a few copies of the students’ homework on the projector. The whole class will check the answers together and correct the mistakes if there are any.
How to describe a landscape
By: Bill Nelson
Thanks to the Scouters on Scouts-L who contributed to this page.
As you know, it is wonderful to watch our youth as they grow through the Scouting
program in character, citizenship and moral and physical fitness! Everyone in our community should know what we are doing and the great education our youth are obtaining through Scouting. Consider having a publicity person in your unit.
The local newspapers and TV stations are looking for community stories so we
have a great opportunity to tell our story.
News releases are easy to write up and many newspapers and TV stations now have
email addresses that you can send them to. Don’t forget to send releases to your local church, educational, community or corporate newsletters!
Every news release should be written to answer the essential questions of any news
item, commonly called the five Ws plus one:
Who will do it? What will they do?
When will they do it? Where will they do it?
Why will they do it? How will they do it?
The structure of the news release is important. It must be written so that the reader
has the essential information at the outset. The lead, usually the first paragraph or two, should summarize the “five Ws” to give the reader an overview. The rest of the paragraphs will answer the six questions. The longer the news release, the better the reader will understand the news. The news release should be typed double-spaced. The top of the page should include a title, contact name, and telephone number. ALWAYS include the Council Web site address, from there people can find out more about what we do and how to join. Note that if a paper prints your news release and needs to trim off for space, they will trim from the bottom.
News releases should be sent out for all sorts of activities, including, but not limited
to:
Special trips Parent’s Nights
Special events Social Activities
Service Projects Election of Offices
Pinewood Derbies Spring and Fall Recruiting
Photos catch the eye of the reader and make a story more interesting. News reporters know this and want a photo in the story as much as you do. If you have a photo, send it to them, but many newspapers would prefer to shoot their own. That means giving them plenty of notice of when your event will take place.
Some Tips:
1. Local weekly and semi-weekly newspapers are much more likely to publish your story. Look on the Editorial pages of those newspapers for a list of phone numbers
and email addresses.
2. Watch, listen, read your local media and start a list of media outlets that reports on these types of local events.
3. Read the paper and get a feel for the writing style. Write a news story not an advertisement. Your article may be cut so put the most important items up front.
4. Write to each company and ask for their Guidelines for Submissions. This should outline exactly how they wish to be notified about your event. Some request snail mail (not too many now) some will provide a special fax number, others may have a hotline, and still others may offer email. They may also request a certain format.
Ask about any special issues. They may have a neighborhood section that comes out a specific day of the week, there may be an annual issue with community
groups. Ask about deadlines they may have for those issues.
5. Keep holidays in mind. It’s a cliché, but helping the needy at Christmas, helping with a 4th of July event, etc. is classic Scouting and a standard for many papers.
6. Submit, submit, and submit. They will not yell at you for overloading their mailbox. They receive dozens to hundreds of them each day/week. The best ones or ones
that catch the editor’s attention get published.
7. It may help if you can make friends with the editor.
8. For pictures, action shots are generally better than lineups but in any case be sure the people in the picture are identifiable. Think about a sports picture and how it
usually focuses on one or two people--the other six or twenty people who were around the action got cut out by the photo editor. The focus is now on the action and the attention grabber isn’t lost in a crowd of people. It helps to provide larger pictures, i.e., 8x10, when available. Providing negatives helps with some papers.
9. Sometimes all that will be published is the picture with a caption. Clearly identify everyone in the picture and you may wish to secure releases from the parents of the
kids. Some parent may not want a child’s picture in the paper.
10. Think of how your event is unusual, i.e., the man bites dog story rather than the dog bites man. Special awards, big numbers, etc. should start your story. Avoid beginning “At Troop 0s monthly court of honor ...” What is different about your court of honor or event. One unit got some great coverage for their Court of Honor (COH) when the bat lady was the program - “Bat Lady Gives Life to Two Scouts”. A professor who studies bats showed some slides at the COH in anticipation on an upcoming outing to a bat cave. They had her present the Life Scout badges to two boys. Meanwhile, the story included all the other recognitions
that evening. Another local troop sent in their list of awards from a COH the same night and got no story.
11. News comes from NEW, not old. Get your stories in right away. If you take a week getting the info to the media, it is less likely to be used--history doesn’t
sell many newspapers.
12. If your story doesn’t get into the paper, don’t give up. Keep at it, you may have just hit a big news day and there wasn’t room. If several stories don’t make it,
give the editor a call and find out what you could do to improve your chances of getting published.
Finally, don’t forget to thank the reporter after the article is published for doing a good job in reporting the event!
What Does An Editor Do?
www.persuasivepen.com
by Holmberg, Janis
An editor corrects and prepares writing for publication. Three kinds of editing many editorial services offer are proofreading, content editing, and consulting and creative editing, or rewriting.
Proofreading marks the document for types, spelling, capitalization, punctuation, subject-verb agreement, and errors in word usage.
Content editing includes proofreading notations, and also analyzes reports and makes suggestions for word choice, figures of speech, sentence and paragraph structure and style, and overall readability.
Consulting and creative editing includes proofreading and content editing, and also works with the writer to determine the target audience, define and project an identity, and design or redesign the document to connect with and convince the target audience.
Here are some examples of proofreading, content editing and consulting and creative editing:
The original paragraph:
It is my painful duty to inform you that circumstances forced me to request the Finance Manager to relinquish his position. This action was not taken lightly and without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22 1999.
The proofread paragraph:
It is my painful duty to inform you that circumstances forced me to request the finance manager to relinquish his position. This action was not taken lightly or without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22, 1999.
The edited paragraph:
I am sorry to inform you that I have asked the finance manager to resign his position. I took this action because the company has evidence that this employee misrepresented his educational qualifications. The resignation is effective January 22, 1999.
The recreated paragraph:
Effective January 22, 1999, the finance manager has resigned his position with XXX Company.
Each revision reflects a decision about what and how much to change. A good editor works with the client to communicate clearly and concisely.
Some practical things
1. Brainstorming meetings.
Have them, but you’ll need a few rules to make them work. Sometimes I schedule them and make attendance mandatory. These meetings always have a topic, announced in advance. It might be something as simple as, “How can we come up with a great story for Mother’s Day” or it might be to explore some broader topic in the news, such as, “What can we do that no one else is doing on how DNA evidence is affecting the criminal justice system.”
Keep the meeting on the subject and never have one without a topic or it will turn into a useless bull session or maybe even a gripe session.
More often, the brainstorming sessions are held standing up, in the middle of our newsroom, over some story that is in the news or some issue that is suddenly on our
minds.
It is vital to foster an environment in which these discussions happen spontaneously, and anyone in the room feels free to start them.
Whether the meetings happen spontaneously or are scheduled, there is one golden rule. No one is allowed to say something is a bad idea. It kills discussion. And a lot of the best ideas are the ones that may sound stupid at first because they are different. The obligation of everyone in the brainstorming session should be to run with the idea and see where it leads. The prevailing ethic of these meetings should be this thought: If we were to proceed with this idea, what would we do?
2. Go for walks outside.
Get out of the office as much as you can, especially if you are a manager and actually have an office. In the office, it is hard for an editor to shed the illusion that
he has power, and this can make it difficult for folks to talk freely in front of you. The worst place you can be if you want your staff’s best thinking is on your throne
behind your desk. It’s not that getting out of the office fools anybody. They still understand the power relationships. But when you are outside, walking together, the symbols of editor power are absent and both you and your staffer can be more relaxed. The conversation changes from underling-boss to two folks who care about journalism having a chat. This more than a good way to talk to staff about story ideas or about their work. I think it is THE way to conduct job interviews. I always
take job candidates out of the office for a stroll to Central Park. On these jaunts, the candidate’s personality true personality is likely to come out, and since you will be
spending more time with your staff than with your spouse, you don’t want to hire any assholes. Added benefit: I get to smoke a good cigar when I walk.
3. Mentoring as part of the job.
Almost every newspaper has a few privileged writers. They have the best jobs, cover the biggest stories, and do the least amount of routine. (Here at AP, the writers in my department are particularly privileged. Their job is to do the great stories. They can go anywhere, write about anything, and take all the time that they need, as long as they produce first-class work.) With such privilege there should also be responsibility. So, I have made mentoring a category-along with such things as writing quality, productivity, creativity, etc. - in the annual appraisal form for my writers. There is no formal mentoring program. Rather, I make it clear to my writers that they have a responsibility to share what they know and that they had better find a way to do it. Some of them have taken several inexperienced bureau reporters under their wings. Others make it a point of stopping in at local AP bureaus on their travels and conducting writing or reporting workshops. And, oh yeah. No mentoring, no merit raise.
4. Where do ideas come from?
Make sure that everyone in the newsroom understands that at least 90 percent of the story ideas come from writers. Writers who sit around waiting for assignments
are not doing their jobs and need to be told as much. Editors who dream up most of the ideas for their staffs and then assign them are an even bigger problem and should be reeducated or fired. It’s not that editors can’t have ideas. Of course they can. But there is no way they can have anywhere enough good ones to keep a staff busy. I work in an office overlooking Rockefeller Plaza. If I lean out my window, I can see the famous skating rink, but that’s all I can see of the world from the place I spend most of my time. If, from here, I already know something is a story, how likely it is to be news. The writers must be the eyes and ears of the newspaper. The best ideas are the ones they come back to the office with and astonish us. Make idea generation the most heavily weighted category in annual evaluations of reporters.
5. First person stories.
Encourage them - especially in writers who write in journalese or with stiff, institutional voices. There is something about writing in first-person, about personal
experiences, that loosens writers up. It helps them overcome wrong-headed ideas about what journalism writing is supposed to be like and find their own natural
voices as writers.
6. Big ideas Movie reviews.
Encourage staffers all over the newspaper to write them -once again, especially those writers mired in journalese or institutional writing voices. Reviews, too, can loosen these writers up and help them discover their own voices. One AP writer, for example, has become a much different and much better writer since taking a regular turn reviewing children’s movies. (He always takes his kids along for their expert opinions.)
Big ideas
Beware of the boxes.
Newsroom structures put our staffs, and often our thinking, inside boxes. Usually they have labels such as “sports,” “business,” “arts && entertainment,” etc. The world, however, is not organized that way. We must not let the boxes we are in define how we see the world or how we write our stories. But often we do. Suppose, for example, we learn that a new restaurant near the State House is the new hot place for legislators to have their power lunches. If the business department does the story, it will be a business story. If the politics desk does it, it will be a political story. If the city desk does it, it may be a city life story. It could also be a restaurant review. But what is the BEST story? Meanwhile, some of the very best stories may not get done at all because they don’t fall into any of the boxes we have created. We must let the world as it is -- not our organizational structures -- define our work. And if you’ve moved to a team structure, don’t make the mistake of thinking you have solved this problem. What you have done is create a different set of boxes.
白山市高二英语教学观摩课教案
9月23日于抚松一中
Teacher Li Shujuan
School Fu Song No.1 Middle School
Type Warming up / Listening
Aims
and
Demands knowledge 1. To learn more about art and literature.
2. To encourage Ss to activate the relevant vocabulary
ability 1. To widen Ss’ range of knowledge.
2. To develop Ss’ listening abilities.
moral To arouse the Ss’ interest in art and literature, and to get the Ss’ to appreciate them.
Key points To know about art and literature.
To master and practice listening skills
Teaching aids computer and tape recorder
Teaching procedures
Step I Lead in :
To show some pictures about Modern Buildings and Traditional Buildings and ask Ss to express their ideas about them. Then to come out come words to help to introduce the listening methods
No. 1
Step 2 Present situation 1:
To listen to an unfamiliar listening material.
Procedure:
Teacher’s tip: Enable Ss to focus on specific words to finish Ex.1 and Ex.3
1. Take the listening text for example to explain how to get the specific information.
2. Instruct Ss to listen to the text. methods
Listening
Specific words
Step 3 Present situation 2:
To listen to a unfamiliar listening material.
Purpose:
To practice how to get unfamiliar sentences in the listening material.
To listen to the text and do EX.2 Listening
Specific sentences
Step 4 Present situation 3:
To Determine Context (听取大意)
Purpose:
To encourage Ss to summarize the main idea of the listening text .
Procedure: Listening
Summing up
Get the Ss to summarize the listening by filling the table.
Names Likes Dislikes
Amy
Danny
Step 5. Access:
To have a quiz on the workbook to access the teaching effect.
Step 6. Homework:
1. To listen to I-IV on the Extensive Reading Book.
2. To read the comprehension texts on Buildings in the Entrance Examination paper of and 2oo2.
postscript
No.3
Unit6 Teaching Plan
The First Period :Vocabuary
1. prediction n. predict v. predictor n. 预言者
He predicted that our team will win.
His prediction came true.
2. exact adj. exactly adv.
What are his exact words? 他的原话是怎样说的?
The work is finished in less than one day -- six hours , to be more exact. (更确切地说)
-- Do you mean he disagrees with us? -- Not exactly (不完全如此)
This is exactly what I am looking for.
3. glimpse n. ( a quick look at)
a glimpse of a glimpse of the morning paper 对早报粗略的看一眼
catch/get/have a glimpse of 瞥见 I caught a glimpse of our new neighbor.
glimpse v. (to have a quick view of) I glimpsed her in the crowd.
glimpse&glance: glimpse强调看的结果（瞥见）了glance强调看的动作。类同于look&see的区别。 take a glance at …的结果便是catch a glimpse (of)… 。
4. indicate vt. indication n. 迹象，指示
1) to suggest the possibility or probabilityof; be a sign of 有。。。的可能性；象征
In this map, the towns are indicated by a red dot.
2) to show or point to sth. 指给。。。看，指示
With a nod of her head she indicated to me where I should sit.
5．ensure vt.
1) ensure +名词
His last jumping ensured the victory /champions/ fame.
2) ensure sb. sth.
This pill will ensure you a good night’s sleep.
3) ensure sb. against/from sth. 保护某人免受。。。 ensure sb. against/from danger
We should ensure ourselves against all possible risks. 我们要保护自己，以防止任何危险。
4) ensure that clause
I can’t ensure that he will be choosen as mayor.
6. reform vt. reform oneself 改造自己，改过自新
reform n. land reform social reform
reformer n. 改革家 reformation n. 改革，改造
7. keep / be in touch with … 与… 保持联系(状态) They keep in touch with each other by writing.
get in/into touch with… 与…接触(与…联系上)（动作） I want to get in touch with your parents.
in touch with = in communication with 同。。。联系
lose/be out of touch with sb. 与某人失去联系 I have been out of touch with them for years.
out of touch 失去联系
8. goods n. (pl.)商品, 货物 Half his goods were stolen.
good [U] 好处 ,善良，利益 Social workers do much good. 社会工作者做了许多善事。（行善）
9. 1) remain vi 剩下;遗留;逗留(通常没有进行时与被动语态)
a. 留下, 逗留 They all left, but I remained
b. 剩下 All the food was eaten up. Nothing remained.=Nothing was left
2) remain link.verb. 保持， 仍然是+
3) remain + to do sth. 常用做 sth. remains to be done sth. 有待于去做
Much work remains to be done.
4) It remains to be seen… ……还要看情况的发展
Whether it will do us harm or good remains to be seen.
Having a trip abroad is certainly good for the old couple, but it remains_______ whether they will enjoy it. (NMET ) (B)
A. to see B. to be seen C. seeing D. seen
5) remain in one’s memory 留在某人记忆中
The visit will always remain in my memory.
6) remaining “剩下的”做定语
剩下的时间： the remaining time =the time left
The boy ate up the remaining food.
10.purchase
1) n. [C] (pl.通常作复数)=something that you buy 所购买的物品 I have some purchases to make in town.
2) n. [U] the act of buying things 购买 We began to regret the purchase of such a small house.
3) v. to buy 买，购买 Employees are encouraged to purchased shares in the company.
4) purchase sth. with sth. 以某物换（买）某物
11. deal with
1). 与…相处 I found her quiet hard to deal with.
2). 处理 How shall we deal with these problems?
3). 对待 Teachers should deal fairly with their students.
4). 论述 Tom’s new book deals with difficult points in the study of English.
5). deal with 常用how 提问，而do with常用what提问。
He doesn’t know how to deal with the matter.
He doesn’t know what to do with the matter.
12. 1) cure vt. The doctor can cure the pain in my shoulder.
cure sb./sth.
cure sb.of… 治愈某人的…病;改掉某人的…恶习The doctor cured him of his illness(cancer).
cure a patient/ disease 治愈病人/疾病
2) cure n. 治愈,治疗法 Aspirin is a wonderful cure for colds.
a cure for a disease 治病的疗法/药剂
3) curable adj. 能治愈的 incurable adj. 不能治愈的
13. distance 距离
1) There is a boat in the distance. in the distance 在远处 (means far away)
2) The picture looks better at a distance. 这图画远看比较好看.(隔一定距离) (means not too near) 不太近
14. in store
1)将要发生,就要出现
There’s a shock in store for him. 他会遇到一件使他震惊的事.
There was another accident in store for him that day. 那天还有另一个灾难在等待着他.
Who knows what the future has in store for us?
2)储备着,准备着
we have a lot of food in store for the winter 我们储存了大量食物过冬。
The runner kept some energy in store for spurting at the end.
have/keep/hold… in store
15. require vt.&vi. 要求,需要
1) require sb. to do sth. We required him to keep it secret.
2) require (that) sb. (should) do sth. We required ( that) she (should) make an apologize to us.
3) sth. require doing The room requires repairing.
=needs / wants
The Second Period: Warming up & Speaking
Step 1 Warming up
Now let the students first have a discussion about the future of the world．There are eitht topics, so ask each group discusses one. Then ask some students to give us their opinions.
Step 2 Speaking
T: There are two boys in the pictures. One boy is doing his homework. The other is palying piano. Can you find any different between them?
T: No, they aren’t twins. One of them is coned. Work in groups. Your group has to decide whether the new technology should be used.
(Give 3-5 minutes to the students to have a discussion. Then ask them to say something about it.)
Step 3 Laguage Points
1. What’s…..like? ……像什么/怎么样/什么样子？
What’s the weather like today?
What will human beings look like in the future?
2. Twice as good or double trouble?
twice为副词，修饰比较级。double形容词. His parents are ill, and he has to do double work.
倍数表达：1）as…as… 2) 倍数+比较级+than 3) 倍数+th e+n.+of…
3. What will the future be like in general?
in general = generally Women in general like to shop. People in general like her.
The Third Period: Reading
Step 1 Post reading
1. Discuss the four questions before they read the text.
Step 2 Fast reading
Read the passage quickly to find out in which paragraph you can find the answers to the questions discussed just now．
(Teacher gives the students enough time to read the text and then collects their answers．)
1．How will people shop in the future?
Paragraph 3
People can do online shopping(on the Internet)and they can go to a pleasant mall using smart cards．
2．How will people travel／in the future?
Paragraph 2
We'll travel by car／taxi／bus／train that burns new fuels and uses new engines that will let us travel without worrying about whether we are polluting the environment
3．What will schools be like in the future?
Paragraph 5
In the future，there may be more“ schools on the air ”and “e-schools”．We can study at home by watching educators on TV or on a computer screen．
4．What will the future be like in general?
Paragraph 1
In general，the future will be brighter and our life will be more convenient．
Step 3 Intensive reading
1. Listen to and read the second paragraph. Find out the topic sentence(first sentence) and give the examples of how to protect the environment in the future transportation.(maglev train; new fuels)
2. Listen to and read the third paragraph. Find out the topic sentence(first sentence).And answer:
1)What is E-commerce?
2)How will people pay for their purchases?
3)What will be a mall like in the future?
3. Listen to and read the fourth paragraph. What will happen in the field of health and medicine in the future?
4. Listen to and read the fifth paragraph. Explain the meaning of “school on the air”.
Step 4 Language points
1.catch a glimpse of = catch a brief sight of I caught a glimpse of Meg at the station this morning.
2. contemporary society contemporary adj. 无比较级、最高级
1) belonging to the same time Dickens was contemporary with Thackeray.
2) of the present time contemporary events/style
3. do business (with…) (与…)做生意 We are doing a lot of business with foreigners now.
5. instead of doing/n.(=in place of/ rather than) prep.
If you can’t go, he’ll go instead of you.
6. search sb./sth. for…搜查,搜索…
He searched all the bags for the missing book.
They searched the man all over for money.
6. combine… with… 把…与…结合起来
We should combine theory with practice.
7. pay attention to
pay attention to 中的to是介词，后接名词和动名词。 attention是不可数名词该词组可用于被动语态
He paid much attention to his pronunciation.
draw (one’s) attention to 对…表示注意；令…注意某事物
She drew attention to an error in the report.
catch one’s attention/eye =attract one’s attention 吸引某人的注意
A newspaper headline caught his attention.
8. With a better understanding of the human body, scientists and physicians will be able to cure more diseases.
1) With prep. at the same time 随着 Good wine will improve with age.
2) understanding of …
9. on the air 在广播中,被广播 We’ll be on the air in five minutes.
in the air 在空中,在传播中,尚未决定的 Some kites are flying in the air.
10. 1) hopeful + of / about / that从句
We are hopeful of getting your support.
We are hopeful about their future.
She was hopeful that her job would bring in more money.
2) hopefully Mary said hopefully, “I’ll find it.” (怀着希望地)
Hopefully everything turn out well.
Hopefully we’ll arrive before dark. (如果顺利地话，但愿)
The Fourth Period: Grammar
The Fifth Period: Intergrating skills
Read the text and answer the questions:
A. T or F
1. Life in the year 3044 is only a little different from life in the 21 st century.
2. An e-friend is a machine that looks like a dog.
3. The e-friend can do homework, clean up the room and send message but it can’t talk.
4. The writer feels safe because the e-friend is programmed to take care of her.
5. Although the writer can have lots of fun with the e-friend, she still feels lonely sometimes.
B. Answer the questions
1．What friends do people have on the Mars?
2．Do they think about the world and reality in the same way we do either?
3．What are the differences between their computer programmes and ours?
C. Choose the proper words and phrases from the following to fill in the blanks.
keep sb company, imitate ,absurd, have lots of fun, clean up, old-fashioned. download, more than, digital, lifelike,
1.We now have e-friends to help us and __________us __________.
2.My e-friend is a lot like me and we _______________together.
3.She can also send me messages, just like _____________ e-mail.
4.You can _________ information from the computer.
5.You use computer programmes to _________the real world.
6.This may sound ___________ to you.
7.We can see ___________ just a picture.
8.I send my e-friend to _________my room.
9. I have a ____________ phone.
10. We see a ______________ model of the person.
Unit 6 Phrases
开始 get started 做生意 do business
生病 get sick 储藏in store
大的趋势 the major trends 处理 deal with
与往常一样as usual 一瞥catch a glimpse of
生活必需品 basic goods 在医学上in medical science
保持联系 keep in touch with 保持活跃remain active
公共交通 public transportation 迟早 in time
实现 come true 治愈某人的病 cure sb of sth
空中学校 school on the air 终身学习者lifelong learners
接受变化accept change 为…充分准备be well-prepared for
在天空中 in the air 在广播中，被广播 on the air
前途光明have a bright future 银行卡a bank card
双倍get double 数字电话a digital phone
虚拟现实virtual reality 当前的趋势 current trends
打扫 clean up 智能卡smart card
微型芯片a tiny chip 保护某人免于 ensure sb against sth
预报天气 forecast the weather 向某人保证某事 ensure sb sth
新型的磁悬浮列车the new maglev train
为了保证安全to ensure safety
以每小时430公里的惊人速度行使travel at an amazing 430 km/h
在中国大部分的城市地区 in most urban areas of China
先进的电脑系统an advanced computer system
网上购物的好the advantages of online shopping
对未来的发展进行预测 make forecasts about future development
一种娱乐的方式 a form of entertainment
把购物与乐趣相结合combine shopping with fun
随着对人体了解的深入with a better understanding of human body
在健康与医药领域in the field of health and medicine
对大众医药提建议give advice on general medicine
按要求去做…..be required to
陪伴某人keep sb. company
模仿现实世界imitate the real world
在遗传学和生物化学方面 in genetics and biochemistry
注意做某事 pay attention to sth/ doing sth
在当代社会 in contemporary society
使人迷惑 make people confused
当代文学contemporary literature
Language points
1. keep sb. company 陪伴某人
1) company: [U] 伴侣，伙伴。 companion [C] 伙伴。
I have no company on the journey.
fall into company with 偶然和。。。结识 in the company of… 在。。。的陪同下
2) [U] =companionship 伙伴关系。
3）v. 伴随。
2．In the year 3044, we can see more than just a picture…
more than: 1）+ 数词（冠词a/an）+名词 ： 以上 ，不止 I have known David for more than 20 years.
2）+ 副词
3）+ 形容词
4）+ 句子
3．clean up 收拾干净，清理，清除。He cleaned up his desk after school.
clean clear
一、学习目标
1、掌握原电池实质，原电池装置的特点，形成条件，工作原理
2、了解干电池、铅蓄电池、锂电池、燃料电池
3、了解金属的电化学腐蚀
二、知识重点、难点
原电池原理、装置特点、形成条件、金属的电化学腐蚀
三、教学过程
引入：你知道哪些可利用的能源?电池做为能源的一种，你知道
是怎么回事吗?它利用了哪些原理?你知道金属是如何生
锈的吗?
新授：原电池原理及其应用
实验：4-15：①将锌片插入稀硫酸中报告实验现象。
②将铜片插入稀硫酸中报告实验现象。
③将与铁锌铜片相互接触或用导线连接起来插入稀硫酸中报
告实验现象。
④在③中把锌片和铜片之间连上电流计，观察其指针的变化。
结论：①锌片能和稀硫酸迅速反应放出H2
②铜片不能和稀硫酸反应
③铜片上有气体生成
④电流计的指针发生偏转，说明在两金属片间有电流产生
结论：什么是原电池?(结论方式给出)它的形成条件是什么?
原电池定义:把化学能转化为电能的装置叫做原电池.
形成条件:①两个电极
②电解质溶液
③形成闭合电路
讨论：1、Zn|H2SO4|Cu形成装置后有电流产生，锌片上发生了什么
反应?铜片上发生了什么反应?(可以取锌片周围的溶液
用NaOH溶液鉴别;取铜片上生成的气体检验。)
结论：在锌片周围有锌离子生成;铜片上生成的是H2
讨论：可能造成此现象的原因?俩金属片上的反应式的书写。
结论：在Zn上:Zn–2e-=Zn2+
在Cu上:2H++2e-=H2
Zn失去电子?流出电子?通过导线--?Cu--电解质中的离子获得电子
我们把：流出电子的一电极叫负极;
电子流入的一极叫做正极
两极反应的本质：还是氧化还原反应，只是分别在两极进行了。
负极失电子被氧化,发生氧化反应
正极得电子被还原发生还原反应
实验：分别用两个铜片和两个锌片做上述实验④。
结论：两种情况下电流计不发生偏转，说明线路中无电流生成，铜
片上无气体生成。即两电极必须是活泼性不同的金属与金属
或金属与非金属(能导电)
★ 人教新课标高一Unit 15 The Necklace 说课稿
★ 九年级上英语 unit 9 section A-1（人教新目标）
★ 人教除法说课稿
