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人教版高中英语必修4全册教案


人教版英语必修 4 Unit1-5 全套教案

Unit 1 Women of achievement
1. Target language a. achieve, achievement, condition, welfare, institute, connection, campaign, organization, entertainment

, inspire, support, devote ... to b. Watching a family of chimps wake up is our first activity of the day. P2 Everybody sits and waits while the animals in the group begin to wake up and move. P2 But the evening makes it all worthwhile. P2 ... we see them go to sleep together in their nest for the night. P2 2. Ability goals a. Learn Warming Up, and know how to tell the great women and the famous women. b. Learn the way to describe a person from what the person did, what she/he looks like and so on. 3. Learning ability goals Teach Ss how to describe a person. Teaching important points a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: b. Ask students to answer these questions: 1) What made her a great success? 2) What should we learn from Jane Goodall? Teaching difficult points Let everyone believe that all of us can become Jane Goodall. Teaching methods Inspiration, Questioning and Discussion. Teaching aids A computer, a projector and a recorder.

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The first period reading Procedures
Step I. Warming up
Warming up by describing Good morning, class. Today we are going to read about A PROTECTOR OF AFRICAN WILDLIFE. But first, I’d like to know if you have ever heard of women like Elizabeth Fry, Soong Chingling, Jane Goodall, Jody Williams, Joan of Arc and Lin Qiaozhi. Now turn to page 1, look at the photos, read the captions and describe to your neighbor the women in focus. Who is she? What is she? What did she do to benefit the world? Warming up by discussing Hi, every one. How did you spend your winter vacation? Did you read any books? Did you read any women of achievement? What makes a woman of achievement? Now in pairs discuss the women on page one. Which of these women do you think is a great woman? Give reasons for your choice. Warming up by reading aloud and translating Nice to see you back at school, boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one. Zhao Yanfei, would you try reading aloud and translating the first caption? Well done! Next let’s have Ju Xiaohong do the second one.

Step II. Pre-reading
1. Looking and saying Work in pairs. Look at the photos and the title A PROTECTOR OF AFRICAN WILDLIFE and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions. (Key: From the photos and title I guess that the text tells about a woman scientist who is working in Africa to protect the wildlife there. She studies a family of chimps, delivers a speech on their behaviour, arguing for them to be left in the wild and protected. ) 2. Talking and sharing
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Work in groups of four. Tell your group mates what you know about wildlife protection. Then the group leader is to stand up and share your group idea with the class. (Key: I am from Group 3. We think that Jane is a woman of achievement. For she has helped people understand how much chimps behave like humans. Because of her we know that it is better for the animals to be left in the wild or in the special places set up for them. )

Step III. Reading
1. Reading aloud to the recording Now please listen and read aloud to the recording of the text A PROTECTOR OF AFRICAN WILDLIFE. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too. 2. Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. 3. Reading to identify the topic sentence of each paragraph Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph. (Key: 1st paragraph: Our group are all going to visit the chimps in the forest. 2nd paragraph: Nobody before has fully understood chimp behaviour. 3rd paragraph: For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.) 4. Reading and transferring information Read the text again to complete the table, which list what Jane does to protect African wildlife. What does Jane do? Studied these animals for many years Spent many years observing and recording their daily activities Discovered that chimps hunt and eat meat Discovered how chimps communicate with each other Argued for chimps to be left in the wild Set up special places

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Working with environment

animals

in

their

own

5. Reading and understanding difficult sentences As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.

Step IV. Closing down
Closing down by doing exercises To end the lesson you are to do the comprehending exercises No. 1 and 2. 2. Closing down by having a discussion Do you agree with Jane’s ideas? Why or why not? (Key: I agree with Jane’s idea, because leaving the animals in the wild is the only good way to protect them. The animals belong to the forest, just as we belong to the civilized world. ) What do you think is the best way to protect wildlife? (Key: I think the best way is to understand and respect the life of animals. Setting up special places where they can live safely is important and effective) Closing down by retelling the story of Jane Goodall I shall write some key words and expressions on the board. You are to retell the story of Jane Goodall according to these words. (Key: visit the chimps, watch the chimps, understand chimp behaviour, argue for…, set up special places)

The second period Learning about Language
Aims To help students learn about subject-verb agreement. To help students discover and learn to use some useful words and expressions. To help students discover and learn to use some useful structures. Procedures

StepI. Warming up
Warming up by discovering useful words and expressions Turn to page 4 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.

Step II. Learning about grammar
1. Reading and thinking
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Turn to page 2 and read with me the text of A PROTECTOR OF AFRICAN WILDLIFE. As you read on, pay attention to the forms of sentence predicates and the subject-verb agreement shown in the sentences. (For reference: Our group are…, Watching a family of chimps is…, Nobody before has fully understood…) 2. Doing exercises No. 1 and 2 on page 5 Turn to page 5. Look at the two sentences: Our group are all going to visit the chimps in the forest. And Our group includes six boys and five girls. Have you noticed any difference between them? Yes. If the word ―group ‖ refers to different members, use a plural verb. If the word ―group‖ is considered as a whole, use a singular verb. Now fill in the blanks with the proper form of the given verbs in brackets on page 5. And then go on to do Exercise No. 2 on the same page, that is, fill in the correct verb form in the letter.

Step III. Ready used materials for Subject-verb agreement
We all know these meanings of "agree," but when we talk about subject-verb agreement, we're talking about something different: matching subjects and verbs according to number. That is, when you have a singular subject, you have to match it with a singular verb form: The boy plays. When you have a plural subject, you must have a plural verb form: The boys play. In short, simple sentences, you should have no problem with agreement. You can hear the problem: The boys plays. When it's wrong , it just sounds funny. However, there are four potential problem spots that you need to watch carefully: Reversed sentence order The normal pattern for English sentences is subject-verb. However, there are a few situations where this order is reversed (like this sentence):
o o

There are snacks on the laundry-room table. Where are they?
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o

On the table are the goodies!

See how the subject comes after the verb in each of these? If you can remember how to locate subjects and verbs, you shouldn't blunder into mistakes when writing reversed-order sentences. "-body," "-one," and "-thing" words The correct term for these words is indefinite pronouns, but if you remember them as "-body," "-one," and "-thing" words, you'll probably be able to spot them more easily. You only need to know one thing: if a word has one of these endings (like everybody, everyone, anyone, anything, etc.), it is always singular! You can also include each, either, and neither in this group. Look at the following: 1. Everyone is going on a picnic. 2. Each of the boys is taking his own lunch. 3. If anyone drops something to eat, I'll grab it before he can pick it up. You shouldn't have problems with these if you simply memorize the endings of words that are always singular. NOTE: We said that either and neither are always singular; however, if you have two subjects in an either . . . or or neither . . . nor construction, getting the agreement right may give you fits. To get it right, just locate the subject closest to the verb and make the verb agree with it:
o

Either the mailman or the construction workers are causing Peggy to bark like crazy. o Neither the dogs down the street nor the one next door pays any attention.

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Compare this with the following:
o

Either the construction workers or the mailman is causing Peggy to bark like crazy. o Neither the one next door nor the dogs down the street pay any attention. IV. Closing down by doing a quiz To end the period you are going to take a quiz on subject-verb agreement.

The third period

Using Language

(A GOOD EXAMPLE FOR ME) Aims To help students read the passage A GOOD EXAMPLE FOR ME. To help students to use the language by reading, listening, speaking and writing.

Procedures
Step I. Warming up
Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text A GOOD EXAMPLE FOR ME.

Step II. Guided reading
1. Reading and translating Read the text A GOOD EXAMPLE FOR ME and translate it into Chinese paragraph by paragraph. Li Wenqin. You are to do paragraph 1, please. …. 2. Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. 3. Doing exercises Now you are going to do exercises No. 1 and 2 on page 6 following the
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article. 4. Listening For listening turn to page 7 and be ready to do exercises No. 1, 2 and 3. 5. Acting Next we are going to put the text A GOOD EXAMPLE FOR ME ON STAGE. Now Zhu Qing and Zhang Qiang, plesase!

Step III. Guided writing
1. Writing an imagined dialogue Groups 1 and 2 are going to write an imagined dialogue between Lin Qiaozhi and you. You may begin like this: Hello, doctor. I need your help. … 2. Writing a description Turn to page 8 and follow the direction to write a description of a woman’s character. You may use the information, structures and expressions from the unit.

Step IV. Further applying
Finding information Go to the library to read or get online to search in order to find more information on wildlife protection. Take notes of your finding and report to your group mates next Monday morning. Writing letters Write a letter either to Jane Goodall or Lin Qiaozhi, telling her about your life and hope. Acting a text play Turn the article A GOOD EXAMPLE FOR ME into a text play. Choose your part and rehearse for the School Art Festival next month.

Step V. Closing down
Closing down by filling a form Make use of the text and others to fill in form. Lin Qiaozhi’s life history time place event

Closing down by describing a person To end this period, I am going to have two of you stand up to describe to

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the class a person whom he admires. Who likes to speak first?

The fourth period

Listening

Step 1 Show the picture of the birth of boys and girls in China. Then show another picture of the jobs of them Step 2 Listening Listen to the tape and do the true or false exercises 1. Girls often leave school earlier for family reasons. 2. When there is very little money, the school often prevents girls from training. 3. Girls don’t have a chance to run a company. 4. When women have children, they have to stop work. 5. Men have more chances to get to the top of their career than women. 6. Men can do whatever they like. Then ask them to answer the question What three problems do women have which do not apply to men? Step 3 Listening text Hand out the listening materials to the students , Listen to the tape and ask them to complete the passage , after three times ,encourage some students to read the passage with the right answers. Step 4 Listening on P41 Introduce the war between France and Britain. Then mention the important woman: Joan of Arc Ask the students to listen to the tape and Answer the questions 1. Why did Joan have to dress up as a man to become a soldier? 2. Why did the Church not like Joan acting as a man? 3. Why did France not win a war against the English before Joan became a soldier? 4. Why did Joan help the French army to fight better even after her death? 5. How was she honoured after her death? At last show them the listening material and get some students to read it

Unit 2 Working the land
Teaching aims:
1. Target Language a.Words and phrases
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sunburn, struggle, super, expand, circulate, equip, export, rid ... of, be satisfied with, lead a ... life, search for, would rather, thanks to, with the hope of, rather than b. Important sentences This special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10 He cares little about spending the money on himself or leading a comfortable life. P10 2. Ability goals Enable Ss to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem—starvation. So after reading the passage about Dr Yuan students will know the importance of his achievement to man. Of course they will learn from Dr Yuan some noble character. 3. Learning ability goals Help Ss learn how to describe Dr Yuan Longping including his personality. Teaching important points a. Help to comprehend the text and grasp the main idea of the text. b. Grasp the usage of some words and expressions. c. How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.

Teaching difficult points
a. How to help students learn more about agriculture. b. Help students really master the usage of words and expressions.

Teaching methods
Talking, questioning-and-answering activity and reading.

Teaching aids
A tape recorder, a projector and a computer.

Teaching procedures && ways The first period
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Reading

Step 1.Greeting and Revision
1. Greet the students as normal. 2. Revise the warming up with the following question How do you think to grow our main food--rice? -----1)First, the farmers plow the field. They have to make the soil loose enough to plant crops. 2)Second,grow some young plants 3)Third, they insert the young plants into the loose field. 4)At last ,they will get the harvest

Step 2 Pre-reading
1 Ask the following questions 1).What’s the main food in Canada and USA: ----- potatoes and bread 2).What is the main food in South America: ----- corn/maize 3 )What is the main food in Southeast Asian countries: ----- rice 2 Show the students some pictures and ask the question What is happening to these people in East Asian and Southeast Asian countries? Then show more news like that: International Facts on Hunger and Poverty (2002) 1)Every 8 seconds, a child somewhere in the world dies from starvation. 2)More than 800 million people in the world suffer from malnutrition ( 营养 不良 )---799 million of them are from the developing world. More than 153 million of them are under the age of 5. At last ask the students to discuss: If you had the chance to do something to help end hunger in the world, what would you do? Encourage the students to tell their opinions, Then give a conclusion: The only way to solve the food shortage problem is to increase the output of the grain crop per land area through the advancement of science and technology.
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3. lead the students to pay attention to the people---Yuan Longping Ask : What do you know about him? --------Father of Hybrid Rice Then lead to the topic of the reading passage. A Pioneer For All People Step 3 Listening Listen to the tape, try to find out some information of the hero. Name ____________ Age ____________ Job _____________ Education _________ Achievement _______ Hobbies __________

Step 4 Fast reading
Read the passage quickly and answer the true-or- false questions ? ? 1.Dr Yuan is more a farmer than a scientist. 2. Dr Yuan’s kind of rice is the most suitable for China’s farmland. ? ? 3.Dr Yuan would rather work than relax. 4. Dr Yuan has dreams when he is asleep and also when he is awake. ? 5. Dr Yuan enjoys a simple life than most rich and famous people.

Step 5 Careful reading
Read each paragraph and answer the following questions: Para 1: 1.What dose Dr. Yuan look like? Why? 2.What is his achievement? Para 2: 1. Why did Dr. Yuan want to increase the rice output when he was young?
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2.How does he help rid the world of hunger? Para 3.4 1. What kind of life is Dr. Yuan leading? 2.What is Dr Yuan’s dream?

Step 6 Skimming:
find out the main idea of each paragraph. Paragraph Main Idea 1 2 3 4 His appearance and achievements His birth, education and research His personality His dream

Step 7 Homework
1.Learn the poem The Peasants’ Lot Li Shen (772-846) Farmers weeding at noon, Sweat down the field soon. Who knows food on a tray, Due to their toiling day? 2. Finish the exercises in Learning about Language. 3. Retell the text in about 150 words. Notes: a. Use the first person to retell the story. b. Try to use the proper conjunctions.

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The second period Learning about Language (The –ing form as the Subject & Object)
Aims To help students learn about The –ing form as the Subject & Object. To help students discover and learn to use some useful words and expressions. To help students discover and learn to use some useful structures. Procedures I. Warming up Warming up reading aloud the text A PIONEER FOR ALL PEOPLE Language is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly. II. Discovering useful words and expressions In pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes. III. Learning about grammar 3. Read and identify Read the text about Yuan Longping again, paying attention to the sentences which use the –ing form as the subject and object. In the sentence ―Wishing for things, however, cost nothing. ―the –ing is used as subject. It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin. 4. Consolidating by do exercises To consolidate your understanding you will be given 10 minutes to go over exercises 1,2,3,4 and 5 on pages 12 and 13. You may just write on your text book. I mean the student’s book you are working by. III. Ready used materials for The –ing form as the Subject & Object) 语法学习——动名词 1. 动名词作主语 1) 名词直接放在句首作主语。例如: Using the right hand to shake hands is a convention in many countries. 用右手握手是许多国家的一种习俗。 2) 动名词在“It is no use/ no good/ fun / a waste of time/ a good pleasure 等名词 + doing”结构中作主语,it 为形式主语。
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3) 动名词在 “It is useless/ nice/ good/ interesting/ worthwhile 等形容词 + doing”结构中作主语。 4) 动名词在“There is(was) no + doing”结构中作主语。 2. 动名词作宾语 1) 有些动词后面要求跟动名词作宾语。常这样用的动词有: admit 承认 ; excuse 原谅 ; postpone 拖延 ; anticipate 期望; fancy 想象 practise 练习;appreciate 欣赏;finish 完成;prevent 防止;avoid 避免; forbid 禁止; propose 建议; consider 考虑; forgive 宽恕; recollect 回忆;delay 耽搁; imagine 想象; resent 厌恶; deny 否认; involve 涉及; resist 抵制; detest 厌恶; keep 保留; risk 冒险; dislike 讨厌; mind 在意; save 挽救; dread 害怕; miss 错过; suggest 建 议; enjoy 喜欢; pardon 原谅; understand 理解; escape 逃避; permit 允许 2) 有些动词短语后也要求跟动名词作宾语。常这样用的动词短语有: can’t stand 忍不住; can’t help 忍不住; feel like 想,欲; give up 放弃; put off 推迟 3 ) 动名词常跟在介词或介词短语后做宾语。常这样用的介词短语有: instead of, look forward to, object to, keep on, see about, take to 等。 我们终于克服了所有的困难。 4)在 “have difficulty (trouble, problem, a hard time, fun, a good time) (+in) + 动名词; be busy (in) + 动名词; waste time (in) + 动名词; lost time (in) + 动名词;There is no point (in) + 动名词”等结构中,动名词做介词宾语, in 常要省去。 5) 在复合宾语中,用 it 作形式宾语,将动名词短语放在后面。例如: I consider it a waste of time arguing about it. 我认为辩论这事是很浪费时间的。 6) 在“there be”结构当中,be 为动名词时,该结构也是一种带逻辑主 语的动名词形式。例如: We can imagine there being a lot of fuss about it. 我们可以想象到人们对此大惊小怪。 Were you disappointed at there not having been more gifts? 你对没有更多的礼物感到失望吗? 3. 动名词的被动式 1) 动词 need, require, want, deserve 后,用动名词的主动形式表示被动 意义。其用法相当于不定式的被动结构。 2) 在(be)worth 后面只能用动名词的主动态来表示被动意义。

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The third period Using Language (Organic Farming)
Aims To help students read the passage Organic Farming. To help students to use the language by reading, listening, speaking and writing. Procedures I. Warming up Warming up by listening and reading aloud Language is created to be listened to and spoken first. So open your book to page 13 and read it aloud while listening to the recording. Watch your pauses between the thought groups. II. Guided reading 6. Reading and translating Read the text sentence by sentence, and put it into Chinese. Who will be the first to try. I will only have four of you to do this task. OK, Wang Shan. You got it, the opportunity, I mean. 7. Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. 8. Doing exercises Now you are going to do exercises No. 1, 2 and 3 on page 14 following the article. 9. Listening For listening turn to page 14 and then 15 for the listening exercises 1, 2 and 3. Are you ready? 5. Reading, speaking and writing When trying to argue people into or out of doing something we may use the following expressions: I would rather… I’d prefer…because Should I / we…? This is good value because… I don’t like…because… It’s a great pity that… It’s better to… If I have a choose…because
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choice

I’d

What is the advantage of…?

You need to…

In pairs you are to make up a dialogue to argue each other into or out adopting organic farming. I will argue with your monitor, Liang Bochao. Get started. III. Guided writing 3. Writing a poster Writing a poster which includes all the information about the uses of computer so that you will encourage more farmers to buy and use. You are asked to base your poster on the overall pattern of the article you learned Organic Farming. Limit your poster to between 200 and 250 words. 4. Writing a speech Write a speech for Professor Yuan Longping. He is to attend an international conference on modern agriculture. You may also make use of the library and network resources for the task. IV. Further applying Finding information Read online to find as much information as possible about Professor Yuan Longping and his research group. Share your findings with you partner next time you are here. Writing a report Go back home to interview your parents or your grandparents about China’s agriculture, its past and present situations. Write a report in English in about 500 words as a weekly project. Acting a text play Turn either one of the two articles into a text play. Rehearse it and play it in front of the class. The play shall last at least 10 minutes. IV. Closing down Closing down by filling a form To end the period please fill in the form below. What is organic farming? definition characteristics potentials Closing down by imaging Imagine and write about what the agriculture will be like 50 years from now in the future. Use your imagination to compete for ―wild thinking prize‖.
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The fourth period Listening Step 1 Pre-listening
1. Talk about the the differences between organic farming and fertilizer farming. And show the picture 2. Introduce some new words in the listening passage valley competitor determinedpour carrots cucumbers pumpkins attack spread like wildfire sigh solid

Step 2 Listening
Listen to the tape and answer the following questions: 1. What does the passage tell us? 2. What do the words in the first column mean? Crops grown means how their crops grow. Well or bad? Fertilizer means what kind of fertilizer they use. Organic or chemical? Other plant nutrition means maybe, besides those two fertilizers, they still had some more powerful ones. Listen to the tape and finish the form

Step 3
Get the students to answer: 2 Why do you think the results from the two farmers are so different? 3 Look at the summaries of the story. Decide which is correct and explain why the others are wrong.

Step 4 Listening text
Hand out the listening material , listen to the tape , then complete the passage with the right answers Step 5 Listening on Page 48 Listen to the tape ,and Put these stages of turning fertile land into a desert in order. Fertile farmland. ( ) Soil is blown away. ( ) Plants die. ( ) Land becomes dry. ( ) Not enough water. ( ) Soil turns to sand. ( )

Step 6 Listening text
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Give the students the listening material to finish

The fifth period Writing
Step 1 Speaking
Try to find reasons to persuade people to buy your food. These words and expressions may help you. I would rather... I don’t...because... I’d prefer...because... Should I/we...? It’s better to... This is good value because... If I have a choice I’d choose... because... What is the advantage of...? You need to...

Step 2 Writing
1 Buy the best fruits here We only sell green food in this shop! Best choice at best price! Safe, healthy, clean, fresh. Far away from any pollution. 21. No chemical fertilizer, all organic fertilizers 2. Clean air, clean water 3. No poison, no pesticides 4. Home in heaven

Step 3 Speaking and Writing Task on Page 53.
NOTES ? keeping fish in ponds ? taking eggs from the best quality fish ? feeding fish ? keeping fish very close together ? understanding that fish diseases are a problem ? trying to stop fish being affected by diseases ? removing fish that are the right size for eating or selling ? delivering fresh fish to the market

Step 4 Sample writing Show the students the sample writing and ask them to read
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it. Step 5 Homework
Next time we’ll finish this unit. What we’ll do next period is to check your homework on Page 49 and finish the Project and Checking Yourself on Page 47, Summing up on Page 16, and so on.

Unit 3 A taste of English humour
Teaching goals 1. Target language verbal, nonverbal, mime, farce, pancakes, mountainous, whisper b. I think how short life is and how long the universe has lasted. P22 2. Ability goals Enable the students to talk about some types of English humour and Chinese humour. 3. Learning ability goals a. Help the students learn how to talk about some types of English and Chinese humour, and then find their differences. b. Let the students listen, read, and then imitate the jokes, so that they can realize that humour is to let people to be optimistic about everything around. Teaching important points Help the students learn how to understand and enjoy English humors. Teaching difficult points Help the students know the differences between English and Chinese in humours. Teaching methods Using pictures, discussion, reading and imitation. Teaching aids A recorder and a projector.

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Part One: Teaching Design reading (NONVERBAL HUMOUR)
Aims To help students develop their reading ability. To help students learn about English humour. Procedures I. Warming up Warming up by defining ―Humour‖ What is ―Humour‖? Does any one of you know anything about humour? Look at the sreen and read the definition of Humour from the Internet. Whose job ...?
This is the story about four people named Everybody, Somebody, Anybody and Nobody. There was an important job to be done, and Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it. Somebody got angry about that because it was Everybody? s job. Everybody thought Anybody could do it, but Nobody realised that Everybody wouldn? t do it. It ended up that Everybody blamed Somebody When Nobody did what Anybody could have done

II. Pre-reading Telling the truth —Why do you like to laugh at? I like to laugh at cartoons,for they’re lovely and fun. I like to laugh at fairy tales. They are amusing and interesting. Many years ago there lived an Emperor who was so exceedingly fond of fine new clothes that he spent vast sums of money on dress. To him clothes meant more than anything else in the world. He took no interest in his army, nor did he care to go to the theatre, or to drive about in his state coach, unless it was to display his new clothes. He had different robes for every single hour of the day. III. Reading
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3. Reading aloud to the recording Now please listen and read aloud to the recording of the text NONVERBAL HUMOUR. Pay attention to the pronunciation of each word and the pauses between the thought groups. I will play the tape twice and you shall read aloud twice, too. 4. Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. 5. Reading to identify the topic sentence of each paragrap Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph. 6. Reading and transferring information Read the text again to complete the table. NONVERBAL HUMOUR What is nonverbal humour? Who is Charlie Chaplin? How does he make a sad situation entertaining? What is the story of The Gold Rush? Facts about Oscar A brief life history of Charlie Chaplin 7. Reading and understanding difficult sentences As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher. IV. Closing down Closing down by doing exercises To end the lesson you are to do the comprehending exercises No. 1and 2 on pages 18 and 19. Closing down by watching a silent movie by Charlie Chaplin Do you like watching movies? Do you like humourous movies? Now let’s watch a silent humourous movie by Charlie Chaplin. It’s Charlie Chaplin's first film: Making a Living

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Closing down by reading about Charlie Chaplin To end the period we shall read an article about Charlie Chaplin. Now look at the screen and read it aloud with me.

The second period Learning about Language (The –ing form as the Predicative, Attributive & Object) Aims
To help students learn about The –ing form as the Predicative, Attributive & Object) To help students discover and learn to use some useful words and expressions. To help students discover and learn to use some useful structures. Procedures I. Warming up Warming up by discovering useful words and expressions Turn to page 19 and do exercises No. 1, 2 , 3, 4 and 5. Check your answers against your classmates’. II. Learning about The –ing form as the Attributive What is attributive? It is something placed before the nouns to be modified: ―red‖ is an attributive adjective in ―a red apple‖. ―walking ‖ is also an attributive adjective in ―a walking stick‖. III. Ready used materials for The –ing form as the Predicative, Attributive & Object Which verbs can be followed by the -ing form? IV. Closing down Closing down by discovering To end the period you are going to skim the text and the previous texts to find out all the examples containing –ing forms used as the predicative, attributive and object. Closing down by exercises In the last few minutes you are to do exercises 1, 2, 3 and 4 on page 21. Check your answers against those of your groupmates’

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The third period Using Language (Jokes about Sherlock Holmes and Doctor Watson)
Aims To help students read the paragraph of Jokes about Sherlock Holmes and Doctor Watson To help students to use the language by reading, listening, speaking and writing. Procedures I. Warming up Warming up by reading school jokes There are lots of jokes in English about school life. Read these two to see whether you will laugh or not. Why must we learn this? 为什么要学这个呀? One day our professor was discussing a particularly complicated concept. A pre-med student rudely interrupted to ask, "Why do we have to learn this pointless information" "To save lives." the professor responded quickly and continued the lecture. A few minutes later, the same student spoke up again. "So how does physics save lives?" he persisted. "It keeps the ignoramuses like you out of medical school," replied the professor. II. Guided reading 1. Reading and translating Read the paragraph on page 22 and translate it into Chinese sentence by sentence. 2. Reading and underlining Next you are to read the paragph and underline all the useful expressions or collocations in it. Copy them to your notebook after class as homework.
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Collocations from the paragraph on page 22 Go camp, in a mountainous area, lie in the open air, under the stars, look up at the stars, think of…, try a third time, in one’s beds 3. Doing the exercise Now you are going to do the exercise No. 1 on page 22. III.Guided Speaking Think of funny stories in English and telll them to your group mates. IV.Guided Writing—Learn to write jokes There are two main parts to the structure of a joke. The first prepares you for the laugh by telling a story which creates a sense of expectation. The second part of the joke, the punch line, provokes laughter by telling an unexpected and different story, yet one which is still compatible with the first, as in this example: "My wife just ran off with my best friend. Boy, do I miss him." and "I had a mud pack facial done, and for three days my face looked much better. Then the mud fell off." Notice the assumption that is made in both these examples. In the first, you assume the person telling the story is angry with his wife, so the punch line surprises you because he's feeling something different and unexpected. Again, in the second example, you'd most likely assume the mud had been removed, leaving the face looking better, so the punch line takes you by surprise. So, to write jokes you need to practice reading statements and writing down the asumptions you make about them. You must be able to interpret the statement (first story line) in at least two different ways in order to provide the second, different story i.e. the punch line. And what to write about? Anything that interests you. Anything you have strong opinions about. Now write down your own jokes, in English.

IV. Closing down by acting
To end this period, we are going to act the film by Charlie Chaplin The Great Dictator.

Part Two: Teaching Resources 1.A text structure analysis of NONVERBAL
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HUMOUR
I. Type of writing and summary of the idea Type of writing Main idea passage of the This is a piece of describtive writing. Charlie Chaplin astonishes us with the deep feelings he can inspire in us for a character he is playing. Some humour can be cruel. Charlie Chaplin is such an actor as to astonish us with the deep feelings. How did Charlie Chaplin make a sad situation entertaining? The film of The Gold Rush is set in California. Charlie Chaplin produced, directed, and wrote the movies he starred in.

Topic sentence of 1st paragraph Topic sentence of 2nd paragraph Topic sentence of 3rd paragraph Topic sentence of 4th paragraph Topic sentence of 5th paragraph

II. A tree diagram of the text Charlie Chaplin — The Gold Rush
Humours being cruel (para 1)

Charlie Chaplin astonishing us with the deep feelings (para 2)

Charlie Chaplin making a sad situation entertaining? (para 3)

The film of The Gold Rush set in California where gold was discovered (para 4)
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Charlie Chaplin producing, directing, and writing the movies he starred in (para 5) III. A retold passage of the text Give A possible version:

The fourth period

Listening

Step 1 Listening on P23 Listen to the tape and answer the following questions 1. Which is best title for this story? 2. Why was Mary Smith frustrated? 3. What turned the jam into wine? 4. Did you find this story funny? Why? 5. What do you think of John’s behavior? Step 2 Listening text Hand out the listening material and listen to the tape ,then complete the passage Step 3 Listening on P55 1. Listen to the tape and tick the words you hear. 2. Listen to the tape again and answer the following questions. 1). Where did Peter get the potatoes? 2). Why didn’t Peter want to get up when the thief was in his house? 3. Why couldn’t the thief take away the potatoes? 4. How did Peter stop the man stealing the potatoes? Step 4 Listening text Listen to the tape and complete the listening text Then ask some students to read the passage with the right answers , and tell the main idea Step 5 Listening task on P58 1.Listen to the tape and Choose the best picture that best describes what happened. 2. Choose the best answer to each question 3. Listen to the tape again and answer the question.
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How do you think the teacher felt when he was offered the dog? Step 6 Discussion Discuss how you would solve these problems and help the teacher. Step 7 Homework Please collect as many funny stories as you can. They will be useful in the next period. And try to find some interesting words in these stories. The fifth period Speaking and Writing Step 1 Warming up Look at the following pictures about humour Then ask : How many kinds of humour do you know? Step 2 Enjoy a comedy Listen to the tape and finish the following form Born Died Job Acting type Masterpieces Step 3 Other examples of English homour 1. mime and farce 2. funny stories Mark Twain : Life on the Mississippi Adventures of Huckleberry Finn Adventures of Tom Sawyer Examples of Chinese humour funny plays Step 4 1. Read some of these customer and waiter jokes and match the joke with the explanation on P22. 2.Show more jokes
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Mr. Bean

Step 5 Homework Preview the Reading material and finish the Comprehending ahead.

Unit 4 Body Language
Part One: Teaching Design

Teaching goals 1. Target Language a. 重点词汇和短语 misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish b. 重点句型或交际用语 Act out the following meanings, please. Please guess what I mean. Please show the actions, using body language. Now it is your turn to show the action / gesture. Please use either spoken words or body language to express your ideas. Please use both spoken words and body language to express your ideas. 2. Ability goals a. Enable the students to understand what a certain gesture of the body language means in a given situation. b. Enable the students to act out some meanings, requirements, requests or situations given in the target language. c. Enable the students to express with the target language the meanings given in body language. 3. Learning ability goals a. Help the students learn how to express themselves in body language when needed. b. Help the students understand others when body language is being used. Teaching important points a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions. b. Teach the students how to use body language in the most
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appropriate occasions. Teaching difficult points a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur. b. Let the students know that there is both positive body language and negative body language. Teaching methods a. Individual work, pair work and group work. b. Acting out by imitation, mime or with gestures and body movement. Teaching aids A computer, a projector and some pictures.

Teaching procedures & ways

The first period reading
(COMMUNICATION: NO PROBLEM?) Aims To help students develop their reading ability. To help students learn about body language. Procedures I. Warming up Warming up by acting Look at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side. Examples Of Body Language Warming up by defining—What is body language? II. Pre-reading 6. Looking and saying Look at the man in the picture below. What does he say to you by his body language?
Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.

7.

Talking and sharing

Body language is the quiet, secret and most powerful language of all!
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According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%. Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize. Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birth

III. Reading 8. Reading aloud to the recording Now please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

9. Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. 8. Reading to identify the topic sentence of each paragraph Next you are to skim the text to identify the topic sentence of each paragraph. 9. Reading and transferring information Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time? Name Mr Garcia Julia Smith Ahmed Aziz Madame Coulon 10. Reading and understanding difficult sentences As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher. 11. Reading and translating Now it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to do it?
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Country

Action

Meaning

IV. Closing down Closing down by doing exercises To end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27. Closing down by checking

Check

some of the following basic non-verbal cues and you'll

recognize that you already speak and translate much of the language.

―I’m surprised!‖

I’m shocked!‖

“I’m sad!”

The second period

Learning about Language

(The ~ing form as the Attribute & Adverbial) I. Warming up Warming up by discovering useful words and expressions Turn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’. II. Learning about grammar 5. Reading and thinking Turn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial. (They are visitors coming from several countries. 作定语;Four people enter looking around in a curious way. 作状语; This is an exciting experience for you. 作定语; You stand watching and listening. 作状 语;??) 6. Doing exercises No. 1 and 2 on page 29 Turn to page 29. Do exercises No. 1 and 2。 III. Ready used materials for The ~ing form as the Attribute & Adverbial
... When we use a verb in -ing form more like a verb or an adjective, it is usually a present participle:. Anthony is fishing. I have a boring teacher. In this lesson, we will look at the use of verbs in the ~ing form ...
1.The ~ing form 作定语 2 The ~ing form 作状语 - 32 -

IV. Closing down by doing a quiz To end the period you are going to take a quiz on ~ing words.
~ING WORDS Highlight all the words ending in '-ing'. Make lists of all the different categories of '-ing' words; that is, their different functions in the sentence. Examples of some of the different categories ? He's swimming. ? He's wearing a swimming suit. ? He likes swimming. ? Swimming is pleasant. Rewrite each sentence without using the '-ing' form. Is there a change in meaning? What is it? Find sentences in the text which can be rewritten using an -ing form. Is there any change in meaning? What is it?

The third period Using Language
(SHOWING OUR FEELINGS) Aims To help students read the passage SHOWING OUR FEELINGS. To help students to use the language by reading, listening, speaking and writing. Procedures I. Warming up Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text SHOWING OUR FEELINGS. II. Guided reading 10. Reading and translating Read the text SHOWING OUR FEELINGS and translate it into Chinese paragraph by paragraph. He Jing. You are to do paragraph 1, please. …. 11. Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. Collocations from SHOWING OUR FEELINGS
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Show all kinds of feeling, turn one’s back to…, show anger, close one’s hand, shake… at…, a universal facial expression, put…at ease, hide feelings, lose face, nod the head up and down, look away from…, hold one’s arms across one’s chest, protest…from …, turn toward…, roll one’s eyes, show respect for…, use gestures, give a hug to sb., stand close to…, with…open, look directly at…, look sb. in the eye, tell the truth, be wrong about… 12. Doing exercises Now you are going to do exercises No. 1 and 2 on page 30 following the article.
The importance of body language People can not live without each other, we are social beings. As soon as we are in contact with others we are communicating. For this we can make use of spoken and written language. In these ways we make the content of a message clear to each other. However we can also communicate without words. This kind of communication tells us something about the relationship between people. Often this is more important than getting the content of the message people, across. is called The communication about this non spoken about communication, which tells us something about the relationship between Meta-Communication. Communicating communication!

13. Writing Turn to page 31. Make a list of three positive body language expressions and three negative body language expressions. Non-verbal communication, or body language
o Refers to messaging without words

In a personal spoken message
o According to Albert Mehrabian, in Psychology Today (1968), of the total message ? ? ? 7% is conveyed by the words 38% by the vocal tones, and 55% by facial and body expression

o Reading body language is an important skill

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The fourth period Listening, writing
Step 1 Turn to page 31 and do the listening and writing exercises No. 1 and 2. Positive gesture clusters - 2 ●Confidence
o Steepling (fingers touching like a church steeple) o Hands behind back, authority position o Back stiffened

●Expectancy
o Rubbing palms o Jingling money openly o Crossed fingers o Moving closer

Positive gesture clusters - 3 ●Cooperation, readiness, openness
o Open hands o Hands on hips o Hands on mid-thigh while seated o Sitting on edge of chair o Arms spread, gripping edge of table or desk o Moving closer o Sprinter's position o Hand-to-face gestures

Positive gesture clusters - 4 ●Evaluation
o Hand-to-face gestures o Head tilted o Stroking chin o Peering over glasses o Taking glasses off, and cleaning

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o Putting hand to bridge of nose

Positive gesture clusters - 5 ●Reassurance

14. Speaking and writing Discuss Lin Pei’s behaviour with your partner. Then write some advice for Lin Pei.

The fifth period . Words and expressions from Unit 4 Body language
major a. a major earthquake 大地震, a major problem 重大问题, a major subject 主修科目 local a. local customs 地方风俗,a local pain 局部疼痛, 当地时间 local time represent v. represent a club as its chief executive 以总经理的身份代表俱 乐部,represent by signs 用符号代表 curious a. be curious about other’s people business 对别人的事情太好奇 Introduce v. introduce her as his daughter 介绍说她是自己的女儿, be introduced from… 从…传来的,introduce…to sb. 向某人介绍?? approach v. & n. cautiously approached the house 小心地走近那房子, approach the manager about … 同经理谈??, approach the question as a scientist 从科学家的角度来处理这一问题, Snow announced the approach of winter. 雪宣告了冬季的来临。 I like her approach to the problem. 我喜欢她解决这个问题的方法。 touch v. & n. She lightly touched his forehead. 她轻轻地摸了摸他的前额。 Don't touch the exhibits. Few students in our school can touch him in music. 在音乐方面 , 我们学校很少有学生能与他相比。 I was touched beyond words. 我感动得无法形容。They did not touch this topic in their

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talk. 他们在会谈中没有触及这个问题。 The rain touched the crops. 这场雨 使庄稼受害。They sat so close that their heads nearly touched. 他们坐得 那么近,头都差不多碰到一起了。In his talk he touched on/upon the state of affairs in Latin America. 谈话中他提到了拉丁美洲的局势。Our ship is to touch at Hongkong tomorrow morning. 我们的船将于明天上午停靠香港。 It will break at a touch. 那东西一碰就破。Let's stay in touch. 我们保持联 络。He's added a few finishing touches to his novel. 他给小说作了最后润 色。He has a touch with birds. 他擅长养鸟。The young man recited his poems with a touch of pride. 那个青年带点骄傲地朗诵他的诗作。 cheek n. The little girl has rosy cheeks. 那个小女孩脸颊红润。 He had the cheek to ask me for money. 他竟厚着脸皮向我要钱。How can you cheek your grandparents in that way? 你怎么可以那样无礼地对祖父母讲 话? learned a. The more learned a man is, the more modest he usually is. 人 愈有学问,往往愈是谦虚。learned books 学术性书籍 stranger n. I feel strange in the presence of strangers. 在陌生人面前,我 感到不自在。 Sorry, I don't know. I'm a stranger here myself. 对不起,我不 清楚。我对这里也不熟。He is no stranger to sorrow. 他饱经忧患。I'm a stranger to statistics. 我对统计学一窍不通。 spoken a. They built a robot capable of understanding spoken commands. 他们制造了一个能懂口头指令的机器人。He is a shy soft-spoken person. 他害羞,说话轻声细语的。 express v. & n. Really, I hardly know how to express my gratitude. 我真 不知道如何表达我的感激之情。 The doctor expressed poison from her wound. 医生把毒液从她的伤口挤了出来。 Please send this parcel by express delivery. 请用快递寄送这个包裹。 The doctor gave express orders that the patient was to have no visitors. 医生明确嘱咐,那个病人不可会客。 We took an express bus home. 我们乘特快公车回家。They painted the house for the express purpose for selling it. 他们专为卖房而油漆房子。 Please send the parcel express. action n. The quick action of the firemen saved the building from being burned down. 消防队员行动及时 , 该建筑物方免遭焚毁。 The action of water on rock should be taken into account. 应考虑到水对岩石的作用。All the action in the play takes place at one railroad station. 该剧的整个情节 均发生在一座火车站里。Finally she had to file an action for divorce. 最后 她只好提出离婚诉讼。
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posture n. a sitting posture 坐姿 , They are trying to adopt a more cooperative posture. 他 们 正 试 图 采 取 更 为 合 作 的 态 度 。 He enjoys posturing in front of an audience. 他喜欢在观众面前装腔作势。 likely a. & a. John is likely to be in London this autumn. 今年秋天约翰可 能在伦敦。 The park is a likely place for the picnic. 这公园倒是个适合野 餐的地方。 We will most likely be late. 我们很有可能会迟到。

Unit 5 Theme parks Part One: Teaching Design
Teaching goals 1. Target language a. 重点词汇和短语 theme park, provide ... with ... , amuse oneself, various, a variety of, shuttle, charge ... for, admission, make a profit, souvenir, base on, involve ... in, athletic, b. 重点句子 1) In these parks, people sit chatting, play games, listen to birds’ singing, or just relax a bit. 2) They are such huge places that visitors often use shuttles to get around. 3) The big companies that own theme parks expect to make a profit not just by the charges for admission, but also by selling souvenirs in their shops and advertising them on television. 2. Ability goals Enable the students to know something about the various theme parks all over the world, to understand the difference between a theme park and a traditional park and try to finish the comprehending exercises. 2. Learning ability goals 3. Learn how to generalize and compare the similarities and differences. Teaching important points To solve the questions in Comprehending, and let the students find out the main idea of each paragraph, give a summary of the text. Teaching difficult points How to give a general instruction/ description of a place. Teaching methods Listening;Skimming;Scanning;Task-based.
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Teaching aids A recorder and a computer.

The first period

reading

Step I Revision T: Good morning/ afternoon, boys and girls! First let’s have a dictation about the words and phrases in Unit 4. Take out a piece of paper, please. major, local, represent, Columbia, introduce, approach, touch, strange, express, be likely to, general, avoid spoken, misunderstand, punish, at ease T: Now, hand in your paper please; I’ll check your work after class. Step II Warming up T: Let’s look at the pictures on P33. These are four pictures of different parks — A garden in Suzhou, Hyde Park in London, World Waterpark in Canada, Disneyland. What kind of parks are they? T: Very good. So what about World Waterpark in Canada? T: Which one of these parks would you like to visit most if you have the chance? Sa: Of course I would go to Disneyland. I have watched so much about it on TV and I’ve been dreaming about shaking hands with those lovely cartoon characters and taking pictures with them. Sb: I would like to go to Waterpark, because I like swimming and I like to take part in the activities in water in this park. Sc: I would go to Hyde Park. I want to go horse-riding, and above all, have the experience of making a speech in front of a crowd of people like a president. That’ll be really exciting. … Step III Reading Skimming T: It’s interesting to listen to your ideas. Today we are going to study a passage about theme parks. The title is THEME PARKS—FUN AND MORE THAN FUN. I would like you to read the passage quickly for the first time to get a general idea of the passage. At the same time, please find out the topic sentence of each paragraph. (3 minutes later) T: Have you got the main idea of the passage? Who can tell me the topic sentences of six paragraphs?
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Topic sentences Paragraph 1. Parks provide people with a place to amuse themselves and to escape their busy lives for a while. Paragraph 2. In recent decades, however, many parks have been designed to provide entertainment. Paragraph 3. Theme parks have a certain idea—a certain theme—that the whole park is based on. Paragraph 4. Some are history or culture theme parks. Paragraph 5. The oldest theme park in the world is Disneyland, built near Los Angeles, California in 1955. Paragraph 6. Other theme parks including marine or ocean parks, science theme parks, and future theme parks. Scanning T: After the first reading, we have all got a general idea of the passage. So I would like you to read it carefully again and try to find the answers to these detailed questions. Teacher shows the questions on the screen. 1. What is the basic purpose of theme parks? What do people do there? 2. Do these parks charge people for admission? 3. What is the purpose of a theme park? 4. What is the differences between a theme park and an ordinary park? Differences Ordinary parks Theme parks Activities Size Facilities Charges Souvenirs 5. What activities will be offered to visitors in a sports theme park? 6. Can they do shopping there? What can they buy? 7. What can visitors see and do in history or culture theme parks? 8. What is Disneyland like? What can visitors do there? 9. What can people do in marine or ocean theme parks, science theme parks and future theme parks? (10 minutes later) T: Have you got the answers? I would like some of you to answer the questions. Let’s listen and check whether they have got them correctly. Teachers check some students for the answers.
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suggested answers 1. The basic purpose of a park is to provide people with a place to amuse themselves and to escape their busy lives for a while. In these parks, people sit chatting, play games, listen to birds’ singing, or just relax a bit. And families go there to have picnics or have fun together in other ways. 2. These parks charge people little or no money for admission. 3. The purpose of a theme park is to provide entertainment. 4. See the following table. Differences Ordinary parks Theme parks Activities rides such as a Ferris a variety of things to wheel, merry-go-round see and do of a roller coaster. Size usually not very large huge places that visitors often use shuttles to get around Facilities no restaurants or hotels restaurants, hotels and shops Charges charge little or none charge for admission Souvenirs sell no souvenirs sell souvenirs in their shops 5. A sports theme park will offer visitors sports to play or watch. 6. Yes. They can buy sports equipment or clothing, such as basketballs, footballs, sneakers and so on. 7. Visitors can see how our ancestors dressed, worked and lived; and how special groups of people dress today, what they eat and what their homes look like. They might go for rides on animals, help cook cultural foods or have their pictures taken in the clothing of emperors or of minority people. 8. Disneyland is so different from other parks that it seemed like a place of fantasy. Visitors can enjoy seeing the characters from Disney films, go on exciting rides, visits to castles and get close to life-size cartoon figures. They can also see model villages of life in the past which show how the early settlers in America lived. 9. People can see and swim with dolphins and learn about ocean life in an ocean park; They can take an active part in experiments in a science theme park; They can go on imaginary trips to space and use advanced
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computer techniques to experience life in the future park. Step IV Comprehending (P34) Part 1 T: Let’s look back at the title of the passage. THEME PARKS— FUN AND MORE THAN FUN. Why does the writer think that theme parks are places fun and more than fun? I would like you to think about this question and tell me your opinions. S: In my opinion, it means that theme parks are more than amusement parks with rides, such as a Ferris wheel, merry-go-round or a roller coaster, they are such huge places that visitors often use shuttles to get around, and they have a lot of things to see and do. So they are places fun and more than fun. Part 2 T: We have read about some of the different theme parks in the world. Have you ever thought of this question: Why do people build so many different theme parks? I would like you to have a class discussion and tell me 3 purposes for people building theme parks according to this passage. (Some time later) T: Please express your ideas. Suggested answers Purpose 1 : to provide entertainment. Explanation 1: because they have a variety of things to see and do. Purpose 2: to make a profit by charging for admission and selling souvenirs. Explanation 2: because they all charge money for admission of the hotels, restaurants, and for the rides and shows in the parks as well, and they sell a lot of souvenirs. Purpose 3: to provide people with some unusual experiences. Explanation 3: because there are parks for people to experience the life in the past, in the future, in the ocean and so on. Part 3 T: Let’s sum up the main idea of each paragraph. Suggested answers Paragraph 1: Parks provide people with a place to amuse themselves and to escape their busy lives for a while. Paragraph 2: Theme parks have been designed to provide entertainment with a variety of things to see and do.
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Paragraph 3: Theme parks have a certain idea/ theme that the whole park is based on. Paragraph 4: The history and culture theme parks. Paragraph 5: The Disneyland. Paragraph 6: The ocean parks and the science theme parks. Theme of the passage: Theme parks Step V Discussion T: If you have enough time and money, would you like to go traveling to see the natural beauty of the country or go the theme parks to enjoy the exciting experiences? Give reasons for your choice. a) Teacher divides the class into groups of four. Each group tries to reach an agreement and to collect as many reasons as possible from the group members. b) After the discussion, the teacher asks a student from each of the groups to report the decision of their group and to give their reasons for the decision. Step VI Homework Remember all the new words and phrases in the reading passage. Write a summary of the reading passage using the new words.

The second period (Word formation)

Learning about Language

Aims To help students learn about word formation. To help students discover and learn to use some useful words and expressions. To help students discover and learn to use some useful structures. Procedures I. Warming up Warming up by discovering useful words and expressions Turn to page 35 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.

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II. Learning about Word formation The basic part of any word is the root; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word "unflattering," the root is simply "flatter," while the prefix "un-" makes the word negative, and the suffix "-ing" changes it from a verb into an adjective (specifically, a participle). English itself does not use prefixes as heavily as it once did, but many English words come from Latin, which uses prefixes and suffixes (you can use the word affix to refer either to a prefix or a suffix) quite extensively. For example, the words "prefix," "suffix," and "affix" themselves are all formed from "fix" by the used of prefixes:
? "ad" (to) + "fix" (attached) = "affix" ? "pre" (before) + "fix" = "prefix" ? "sub" (under) + "fix" = "suffix"

Note that both the "-d" of "ad" and the "-b" of "sub" change the last letter. Here are some of the most common Latin prefixes (for the meanings of the Latin roots, look up the words in a good dictionary): ab (away) abrupt, absent, absolve ad (to) adverb, advertisment, afflict in (not) incapable, indecisive, intolerable inter (between, among) intercept, interdependent, interprovincial intra (within) intramural, intrapersonal, intraprovincial pre (before) prefabricate, preface prefer post (after) postpone, postscript, postwar sub (under) submarine, subscription, suspect trans (across) transfer, transit, translate III. Ready used materials for Word formation 词根(base,boot) :指同根词共有的可以辨认的部分。 词干(stem) :是未经词形变化的原词。 前缀(prefix)和后缀(suffix):原是独立的词或词根,由于经常缀在别的 词或词根的前后,辅助中心意义,渐渐就失去了独立的意义和形式,而成为
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附加的构词部分。 下面,我们来学习一下―合成法(composition)‖。 1.合成名词 名词+名词:前面的名词说明后面的名词,中心意义由后面的名词表达,比 如,同是 book,可以有 account book,hand-book,note-book 等等。前面 的名词可以表示人、物、性别、器具、地点、时间、比喻对象等等。如: eye-shot(视力范围)、 buck-rabbit (公兔) 、 night-school(夜校)、 baby-husband (小女婿)等等。 形容词+名词:这类词意义关系一目了然,有时候是实指,有时候是指物而 拟人。如 Blueprints(蓝图),big hat(大人物),double-face(两面派)等等。 动名词+名词:动名词表示行为或状态的改变,名词往往表示所用的器物, 地名等等,如 consulting-room(诊室) ,writing-desk(写字台) 。 动词+名词:往往由短语动词变成,或者是转化与合成的结合,如 pickpocket(扒手),turn-coat(叛徒)等等。 名词+动名词:很普遍,有时甚至可以随意构造,如 book-learning(书本知 识) ,word-making(构词)等等。 前置词 +名词:意义关系和―形容词+名词 ‖类型相似:after-effects(后果), by-product(副产品)等等。 另外, 国名的组合, 有时候用―拉丁语+英语‖的方式, 如 Afro-Asian People's Conference( 亚非会议)、Sino-Japanese War(中日战争) 1. 合成形容词 形容词+名词:形容词和名词连用,原是短语,用做定语。固定下来, 成为形容词, 有的还只是 nonce-words,也有合成名词作定语或转成形容 词的情形:如 full-time worker(全职工) 、long-range gun(远程炮)等。 形容词+形容词:这类词不算多,前面的形容词大都进一步说明后面的 形容词,如:light-blue(浅蓝)、dead-alive(半死不活)。 名词+过去分词:有被动意味,名词相当于前置词宾语,表示工具,行 为者等,如:man-made(人造的),moth-eaten(虫蛀的)。 名词 + 现在分词:有主动意味,名词大都相当于行为的宾语,如: English-speaking people(说英语的人),peace-loving(热爱和平的) 形容词 + 现在分词:有主动意味,形容词相当于表语或者定语,如 eager-seeming(样子急切),easy-going(随和的) 副词+分词:如 half-baked(幼稚的),far-seeing(有远见的) 副词+形容词:over-anxious(过急),all-round athlete(全能选手) 名词+形容词: 名词大都作比喻的对象, 如 cock-sure(自恃), paper-thin (薄如纸) 3.合成动词
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合成动词大都是由―副词+动词‖组成的,这里―副词‖多半表示动作的方 向、程度等等。如:out 表示超过 to outnumber(超过数目)to out-talk (压过别人的声音) ;under 表示不足、在下 to underdevelop(发育不 全)to underestimate(估计不足)to underline(行下划线)等等。 4.叠声合成词 由同一个词重复, 或稍加声音变化重叠而成。 这类词往往是加重语气因 而常带有感情色彩,比方,嘲讽。例:goody-goody(假殷勤)so so (不怎么样)wish wash(乏味的饮料)等等。 5.句式合成词 整个句子当作一个词用,有的已经固定下来,例如 pick-me-up(兴奋 剂) ,what's-his-name(某某人) 。整个句子用作形容词的现象比较普 遍,把复杂的概念揉成单纯的限制语使行文紧凑。A let-bygones-be-bygones manner(一种―过去的就算了吧‖的态度) an if-you-would-only-be-guided-by-me expression (一种―要是你肯听了我 的话够多好‖的神气) 我们接着来学习构词法中的第三类——―缀合法‖,分前缀和后缀两部分 来讲解。 前缀 表示否定的前缀,这类前缀可以分为四种: (1)纯粹表示否定的,如 a-,dis-,in- ; ( 2 )表示 ― 错误 ‖ 的,有 mis- ; ( 3 )表示 ― 反动作 ‖ ,如 de-,un- ; (4)表示―反对‖的,有 anti-,contra(1)纯粹表示否定的。 a-,an-[GK]能构成少数新词。加在名词、形容 词上,表示没有―某种性质―。如:amoral[=unmoral]不道德的,asexual 无 性别的.a-在元音前变成 an-如 anonymous[onoma=name]匿名的 dis-[L]加在名词、形容词、动词上,表示否定。Disadvantage(劣 势)、disagreement(不和),disbelieve(不相信) in-,il-(在字母 l 前),im-(在字母 m,b,p 前),ir(在字母 r 前) [L]常和 音节较多的 learned words(雅语),尤其是拉丁,法语外来词结合,加 在形容词或其派生词、 副词上, 表示否定。 Inaccurate, illegible, impolite, irregular, inability, infinite, impious。 un-[OE]是最通用的前缀之一,可以用于大多数形容词及其派生副 词、名词、表示否定,如 unfailing,unfinished,undoubtedly,unheard-of 等。 (2)表示―错误‖的 mis- 多作重读,表示―wrongly,badly‖。可 以适当构造新词: 大多用于动词: to misbehave (行为不当) misunderstand (误解) 。 用于作形容词的分词:misbelieving(信仰不当) ,misleading(靠 不住) 。
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用于动名词:misdealing(不正当手段) 。 偶而,mis-也表示纯粹的否定词义:to mistrust。 (3)表示―反动作‖。 de- 表示―反动作‖(to undo the action) 。 能构造新词,多作重读。decontrol(取消控制) , decolour(漂白) dis- 主要用于动词, 表示―反动作‖。 disappear (不见) disarm (解 除武装) disconnect(分离)un- 表示―反动作‖unmask(揭露) unsay (收回意见) (4)表示―反对‖。 anti- 表示―反对,反面‖ anti-social(反社会 的) antiseptic(防腐剂) anti-militarist(反军国主义者) contra- 表示―反对,相反‖ contradiction(矛盾) contrast(对比) contrary ( 相 反 的 ) counter- 表 示 ―against‖ counteract ( 还 手 ) counterattack(反攻) 前缀大都表示空间,时间,逻辑上的关系,意思上有引申。 ab- apo- se- 这几个前缀或多或少都有―away ,off‖的含义。 ab- a- abs- 在 p, m, v 之前作 a-,在 c, t 之前作 abs-,不能 构造新词,表示―away ,apart, absence‖,例如 absent, avoid se- 表示―separation‖(分离) ,例如 segregate(隔离) ,sedition (反叛) ante-,fore- pre- post- pro- 这几个前缀都有―before‖的意思。 ante- 表示在...前,例 ante-humous(死前) ,ante-room(前厅) fore- 表 示 时间, 空间 上的 ― 在前 面 ‖ ,例 forehead ( 前额) , foregraound(前景) ,foretell(预言) pre- 表示事先,在前,例 prehistory(史前) ,prepayment(预支) post- 表示时间空间上的在后。例 posterity(后代) ,post-war(战 后) pro- 表示―代替,利于,亲于‖,例 pro-chancellor(代大学校长) , pro-consul(代理领事) circum- peri- 这两个前缀跟圆周有关。 circum- 表 示 圆 周 , 如 circumference , circumlocution , circumpolar peri- 表示―round‖,如 perimeter(周长) ,perisphere(势力范围)

IV. Closing down by summarizing
To end the period let us summarize the making of compound words.
There are three forms of compound words:

1. the closed form, in which the words are melded together, such as
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firefly, secondhand, softball, childlike, crosstown, redhead, keyboard, makeup, notebook; 1. the hyphenated form, such as daughter-in-law, master-at-arms, over-the-counter, six-pack, six-year-old, mass-produced; 2. and the open form, such as post office, real estate, middle class, full moon, half sister, attorney general.

The third period (FUTUROSCOPE LEARNING)

Using Language — EXCITEMENT AND

I. Warming up Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text UTUROSCOPE—EXCITEMENT AND LEARNING II. Guided reading 1. Reading and translating Read the text UTUROSCOPE — EXCITEMENT AND LEARNING and translate it into Chinese paragraph by paragraph. Wen Hua, would you have a try? 2. Reading and underlining Next you are to read the text and underline all the useful expressions or collocations in it. Copy them to your notebook after class as homework. Collocations LEARNING from UTUROSCOPE — EXCITEMENT AND

Take a journey deep into space, pull…into …, survive an airplane crash, go to the bottom of the ocean, see the sunlight, for a break, take part in car racing, end one’s travel, meet with dinosaur, in one day, use the advanced technology, have experiences, a technology-based theme park, provide up-to-date information, provide hands-on learning, go to the edges of the solar system, fly through the jungle, do things without danger, try science experiments, prepare for a flight into the space, live on the planet, in the solar system, a combination of fun and learning 3. Doing exercises Now you are going to do exercises No. 1, 2, 3 and 4 on page 38 and 39 following the article.
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III. Guided Writing You are a guide in a theme park. Write an introduction to the park. IV. Acting Next we are going to put the text THEME PARKS —FUN AND MORE THAN FUN V. Further applying Finding information Go to the library to read or get online to search in order to find more information about theme park in the world. Take notes of your finding and report to your group mates next Saturday morning. Writing letters Write a letter to your parents, telling them about your last visit to a park. VI. Closing down by filling a form Make use of the text and others to fill in the form. UTUROSCOPE—EXCITEMENT AND LEARNING Where is it: How to there: What there: to get do

Closing down by planning a theme park To end this period, I am going to ask you to plan a theme park of your own. Write down your planning and share it with your partner.

The fourth period 1. A text structure analysis of THEME PARKS —FUN AND MORE THAN FUN
I. Type of writing and summary of the idea Type of writing Main idea passage of the This is a piece of descriptive writing. Theme parks are amusing places. Visitors may have fun and more than fun there. Parks provide people with a place to amuse themselves and to escape their busy life for a while.
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Topic sentence of 1st paragraph

Topic sentence of 2nd paragraph Topic sentence of 3rd paragraph Topic sentence of 4th paragraph Topic sentence of 5th paragraph

In recent decades, many parks have been designed to provide entertainment. Theme parks have a certain idea—a certain theme. There are parks,too. history and culture theme

There are also marine and ocean parks.

II. A tree diagram of the text THEME PARKS —FUN AND MORE THAN FUN
Parks provide people with a place to amuse themselves and to escape their busy life for a while.

In recent decades, many parks have been designed to provide entertainment.

Theme parks have a certain idea — a certain theme.

There are history and culture theme parks, too.

There are also marine and ocean parks.

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III. A retold passage of the text A possible version: Theme parks provide visitors with lots of things to amuse themselves. People escape their busy life for a while by going to a theme park. They find interesting things to do in the park. They may simply sit chatting, playing games, listening to birds’ singing, relaxing a bit, having picnics and having fun there. It costs some money to be there. In recent decades, theme parks are beginning to provide more entertainment. Visitors may use shuttles to get around and have a variety of things to see and do in the park. Theme parks charge money for every activity they provide. They make a big profit by selling souvenirs, too. Sometimes a theme park gets itself advertised on television. A theme park is indeed a place of fantasy.

2.Background information on theme parks
I. Definition of theme park What is a theme park?
? A term used to describe an amusement park that is designed to

carry a theme in one or more areas of the park. The theme may carry over to the rides and attractions in that area as well. Examples of theme parks include Holiday World, Islands of Adventure, Disneyland, Magic Kingdom and Knott's Berry Farm. ? An amusement park, that has been divided into several sub-sections, each with a distinctive concept, such as the Old West, or the future. ? A theme park is a park that uses themeing to take guests to a new world. ? An amusement park which has one or more "themed" areas, with rides and attractions keyed to the theme of their location within the park. Disneyland, Knotts Berry Farm, and Busch Gardens Williamsburg are examples of theme parks. ? an amusement park that is organized around some theme (as the world of tomorrow)

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II. Old Aircraft Carrier Turned Into Military Theme Park in China An old aircraft carrier from the former Soviet Union navy has been turned into a military theme park and will be stationed at Dapeng Bay in Shenzhen, south China' s Guangdong Province. The 40,000-ton ship, known as the Minsk, first arrived at the Wenchong Shipyard in Guangzhou, capital of Guangdong Province, in November 1998 as scrap iron, the Shanghai-based Wenhuai Daily reported on May 8. It is about triple the size of a standard football field, 18 stories high, and has more than 2,000 cabins, the paper said. The carrier, which was poorly maintained by the Russian navy after the collapse of the Soviet Union, retired in 1993 and was initially sold to a South Korean businessman as scrap steel after key military components were removed, the paper said. The Minsk was later resold to an undisclosed Chinese business. (From: People’s Daily) III. 12 theme park strategies Tips to make the most of your vacation By Terry Riley Travel columnist How can you get the most from your theme park visit? For an answer, I turned to Robert Obenour. He's spent his career in the theme park business and is currently vice president of operations for Baker Leisure Group, an international theme park consultancy. Here’s the advice he gave me to pass on to you. 1. Plan your visit.

Buy a guidebook. Read reviews. Check out the park’s Web site. Then plan what you want to see and do. Unless the park is small, you shouldn’t expect to see or do everything in one day, so set your priorities. The
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investment you make in planning will pay handsome dividends on ―park day.‖ 2. Have a ―Plan B.‖

It is not uncommon that an attraction will be closed. In that case, just move on to the next on your list. Also, in the unlikely — but not unheard of — event that the entire park is closed, have a backup plan that includes another, nearby activity.

The fifth period Words and expressions from
I. Words for Reading (THEME PARKS —FUN AND MORE THAN FUN) theme n. a favourite theme for poetry, a theme park amuse v. amuse oneself by …, be amused at [by, with]… amusement n. find much amusement in…, an amusement park various a. too various to form a group, various opinions variety n. for a variety of reasons, have a great variety to choose from, in a variety of ways ride n. give sb. a ride, go for a ride, take a long ride shuttle n. the space shuttle Columbia broke up over Texas, carry shuttle audio during space shuttle missions. charge v. charge double for… 对??加倍收费, charge a fee for a service,He is charged with heavy responsibility. admission n. Admission by ticket only. Grant sb. admission, gain admission to/ into… profit ① n. bring a handsome profit to…, divide profits 分红利,increase profits ② v. make big profits (on sth.), sell sth. at a profit, do sth. for profit souvenir n. This book ekes out souvenir of my life in the United States. 这本书帮助我追 忆在美国的生活。 involve v. You'd like to meaningfully involve students., the right of Congress to involve the
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nation in war athletic a. an athletic meeting, athletic sports brand n. Do you like this brand of coffee? a famous brand, the most popular brand on the market equipment n. lab equipment, military equipments, the necessary equipments for a trip sneaker n. wear a new pair of sneakers minority n. The minority is subordinate to the majority. 少数服从多数 fantasy n. fantasy sports and gaming site, the work of fantasy artist Amy Brown Fantasyland n. living in a fantasyland, the Guide to Fantasyland settler n. the early settlers of America, the first white settlers, The settlers were soon acclimated. marine a. develop a mercantile marine 发展商船 experiment n. attempt the experiment of…, carry out an experiment, make an experiment on sb., prove sth. by experiment imaginary a. an imaginary enemy, imaginary number 虚数 advanced a. most advanced branches of science and technology, a man advanced in years 老年人 technique n. developed a technique for remotely fingerprinting, a Swimming Technique Magazine, developing a practical technique for solving voice problems II. Words for Learning about Language(Word formation) imagination n. have a good/ poor imagination test n. provides test preparation services for college admissions, Preparing for a test isn't easy. do well on the test vary v. Opinions vary on this point. vary with… 与??一起变化 cloth n. lay the cloth 铺桌布、准备开饭, cut one’s coat according to one’s cloth 量布裁衣 ,量入为出 III. Words for Using Language (UTUROSCOPE—EXCITEMENT AND LEARNING) jungle n. Jungle refers usually to a forest. It originated from a Sanskrit word jangala, meaning wilderness. In many languages of the Indian subcontinent, including Indian English it is generally used to refer to any wild, untended or uncultivated land, including forest, scrub, or desert
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landscapes. creature n. The term creature refers to an animal.The term can be used to dehumanize a person. For example, in the fictional novel Frankenstein, or The Modern Prometheus by Mary Shelley, Dr. Frankenstein’s hideous construction is often referred to as a "creature." The term literally means "a created thing," and is sometimes used in theology to contrast a created object with a divine Creator under discussion. volunteer n. a. v. A volunteer is a person who performs or offers to perform a service out of his or her own free will, often without payment. The year 2001 was the International Year of the Volunteer. 2005 is the UK Year of the Volunteer People may volunteer to perform some work, e.g., of charitable character. Some volunteer for clinical trials or other medical research, and may even donate their bodies to science after their death.

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