当前位置:首页 >> 英语 >> 人教版高中英语必修1全部教案设计

人教版高中英语必修1全部教案设计


Unit 1 Friendship
1.Teaching aims and demands 类别 话题 词汇 课程标准要求掌握的项目 Friends and friendship; interpersonal relationships add point upset ignore calm concern loose cheat reason list share f

eeling

Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit add up through calm down hide away have got to set down be concerned about a series of on purpose fall in love walk the dog go

in order to face to face join in 功能 1. 态度(attitudes) Are you afraid that---?

according to

get along with

I’ve grown so crazy about--I didn’t dare--2. 同意和不同意(agreement and disagreement) I agree. I think so. Exactly. I don’t agree. I don’t think so. I’m afraid not. 3.肯定程度(certainty) That’s correct. Of course not. 语法 直接引语和间接引语(1): 陈述句和疑问句 陈述句 ―I don’t want to set down a series of facts in a diary.‖ Said Anne. -----Anne said that she didn’t want to set down a series of facts in a diary. 一般疑问句 He asked, ―Are you leaving tonight?‖ ---He asked us whether we were leaving that night. 特殊疑问句

―When did you go to bed last night?‖ father said to Anne. --- Father asked Anne when she went to bed the night before. 1. Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by the Jewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary.

Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition its importance in all cultures. 2) Making of the teaching plan This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows: Period 1 Period 2 Period 3 Period 4 Period 5 Warming up and speaking Reading Grammar Integrating skills (WB) Using language

3. Teaching plans for each period Period 1 Warming-up and Speaking 1. Teaching objectives: 1) Target language I (don’t) think…… I believe…… 2) Ability goals I (don’t) think so. That’s correct. I (don’t) agree. In my opinion, ……

a. b.

Describe your friends in English Figure out the problems between friends and then find different ways to solve the problems. 3) Learning ability goals

a.

To encourage students to think and talk about friends and friendship by using some phrases and structures.

b.

To learn to solve problems that may occur between friends.

c. To cultivate the students to form the good habit of learning English in Senior Middle School. 2. Teaching important points: a. Use the given adjectives and sentence structures to describe one of your friends. b. Learn to evaluate friends and friendship.

3. Teaching difficult points: a. b. Work together with partners and describe one of your good friends. Discuss with partners and find out ways to solve the problems.

4. Teaching methods a. b. c. Task-based teaching and learning Cooperative learning Discussion

5. Teaching aids: CAI 6. Teaching procedures and ways: Step 1 Lead-in and Warming-up Before the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne. At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like. 1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare

time? 2. What do you think of our new school? Do you like it? Could you say something about it? 3. Do you like making friends? How do get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class? Step 2 Think it over 1. Give a brief description of one of your friends. The following phrases and structures may be helpful: His/Her name is …… He /She is …… years old. He /She likes …… and dislikes …… He /She enjoys …… and hates…… He /She is very kind/friendly/…… When /Where we got to know each other. 2. What types of friendship do you have? Please tick them out. Then fill in the blanks. girl friends long -distance friends e-friends (friends over the internet) boy friends pen friends friends of the same age friends across generations

unusual friends like animals, books…… 1).______ is /are most important to you. 2). You spend most of your free time with ____. 3). You will share your secrets with _____. 4). When in trouble, you will first turn to _____. Step 3 Make a survey 1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed. Tell your partner your standards of good friends by using the following structure: I think a good friend should (not) be……

In my opinion, a good friend is someone who…… 1. Have a member of each group report on what their lists have in common and list them on the board. 2. Ask the class whether or not they agree with all the qualities listed. 3. Then have the students do the survey in the textbook. 4. Have the students score their survey according to the scoring sheet on page 8. 5. The teacher ask some students how many points they got for the survey and assess their values of friendship: ★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do. ★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities. ★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done. (You may also show your students the results above and let themselves self-reflect upon their own values of friendship) Step 4 Talking and sharing (work in pairs) 1. If your best friend does something wrong, what will you do? Try to use the following phrases: I (don’t) think…… I (don’t) agree. That’s correct. What to do I (don’t) think so. I believe…… In my opinion, …… reasons

2. What is a friend? A British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editor, choose the best one from the following entries(条目), and explain why. One who understands my silence. A friend in need is a friend indeed. Friends are just the people who share your happiness and sorrow. When you look at your watch at 4 am, but still know you can call them and wake them up, and they’ll still want to talk to you, that’s friendship. To have a friend, you need to be a good friend. Step 5 Group work (output)

The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It’s better to stimulate the students to express their own opinions about these questions. 1. Do you think it is a good idea to borrow money from your friend? Why and Why not? 2. What factors may cause the breakdown of a good friendship? 3. What can be your unusual friend besides human beings? And why? Step 6 Homework 1. Write down a short passage about your ideas /the factors/your unusual friends. 2. Prepare for the new lesson. Period 2 Reading “Anne’s Best Friend” 1. Teaching objectives: 1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on; 2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends; 3). To grasp some useful words and expressions in this passage, such as on

purpose, be crazy about etc.; 4). To learn the writing style of this passage. 2. Teaching method: Task-based teaching 3). Teaching procedure: Step 1.Pre-reading 1. Please enjoy three pieces of music and find out what they are about. 2 .Why do you think friends are important to you? 3. What do you think a good friend should be like? List the good qualities a good friend should have. 4. Have you ever considered making friends with animals, plants or even an object? Why or why not? Step 2.Reading 1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it. 2. Skimming the first two paragraphs to confirm your guessing. 1) What was Anne’s best friend? Why did she make friends with it? 2) Did she have any other true friends then? Why? 3) What is the difference between Anne’s diary and those of most people? 4) Do you keep a diary? What do you think most people set down in their diaries? 5) We are going to read one of Anne’s diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph? 3. Reading of Anne’s diary How she felt in the hiding place Two examples to show her feelings then Step 3.Post-reading 1. What would you miss most if you went into hiding like Anne and her family? Give your reasons. 2. Group work Work in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.

Where would you plan to hide? How would you arrange to get food given to you every day? What would you do to pass the time? -----3. Discovering useful words and expressions Complete the following sentences, using words and expressions from Reading 1) She has grown _______ about computer games. 2) Was it an accident or did David do it on _______? 3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control. 4) He used to work _______ even in the middle of winter. 5) Just the _______ of more food made her feel sick. 6) You had better have a _________ talk with him. 7) Born in a poor family, the manager _________ lots of hardships in his childhood. 8) A diary is often kept to ________ what happens in people’s daily lives. Step 4.Talking about friends and friendship 1. There are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why. A friend in need is a friend indeed. Friends are like wine; the older, the better. A friend to all is a friend to none. The same man cannot be both friend and flatterer(阿谀奉承者). False friends are worse than open enemies. Walking with a friend in the dark is better than walking alone in the light. 2. We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship. Step 5.Homework: 1. Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a report

to share it with the whole class. 2. Describe one of your best friends following the writing style of this passage. Ending: Let’s sing this song about friends together Period 3 Grammar 1.Teaching objectives Learn to use direct speech and indirect speech 2. Teaching important point Summarize the rules of Direct Speech and Indirect Speech. 3. Teaching difficult point Learn about the special cases in which the tenses shouldn’t be changed. 4. Teaching methods Discussing, summarizing and practicing. 5. Teaching procedures Step1 Lead in T: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears, so you have to repeat Anne’s sentences, using indirect speech. Sometimes you explain Tom’s sentences to Anne. ―I have to stay in the hiding place.‖ said Anne. → Anne said she had to stay in the hiding place. ―Do you feel sad when you are not able to go outdoors?‖ Tom asked Anne. → Tom asked Anne if/whether she felt sad when she was not able to go outdoors. ―I don’t want to set down a series of facts in a diary,‖ said Anne.→ Anne said that she didn’t want to set down a series of facts in a diary. ―What do you call your diary?‖ Tom asked. → Tom asked what she called her diary. Ss go on this topic by themselves. Step 2 Grammar T: Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?

Ss discuss by themselves. Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed. T: Quite right. Look at the form on the screen. These are the rules. 直接引语变成间接引语时,要注意以下几点:人称变化、时态变化、宾语从句要 用陈述句语序。 1.直接引语是陈述句,变成间接引语时,由连词 that 引导。例如: She said, "I am very happy to help you."→ She said that she was very happy to help you. 2. 直接引语是一般/选择疑问句,变成间接引语时,由连词 whether 或 if 引导。 例如: He asked me, "Do you like playing football?"→ He asked me if/whether I liked playing football. 注意:大多数情况下,if 和 whether 可以互换,但后有 or not,或在动词不定式前, 或放在介词后作连接词时,一般只用 whether。例如: She asked me whether he could do it or not. 3. 直接引语是特殊疑问句, 变成间接引语时, 由相应的疑问词 who, whom, whose, how, when, why, where 等引导。例如: My sister asked me, "How do you like the film?"→ My sister asked me how I liked the film. 4. 直接引语是祈使句,变成间接引语时,把动词原形变成动词不定式,并在动 词不定式前加 tell, ask, order 等的宾语。例如: The captain ordered, "Be quiet."→ The captain ordered us to be quiet. 注意:此种情况的否定句,在动词不定式前加 not。 My teacher asked me, "Don't laugh."→ My teacher asked me not to laugh. 5. 一些注意事项 (1)间接引语一般要用陈述句的语序,即主、谓、宾的顺序。例如: He asked Lucy, "Where did you go?"→

He asked Lucy where she went. Tom said, "What do you want, Ann?"→ Tom asked Ann what she wanted. (2)直接引语是客观事实、普遍真理等,变成间接引语时,时态不变。例如: They told their son, "The earth goes round the sun."→ They told their son that the earth goes round the sun. (3)直接引语变间接引语时, 指示代词、时间状语、地点状语等要作相应的变化。 例如: He said, "I haven't seen her today."→ He said that he hadn't seen her that day. 注意: 如果转述时就在原来的地方, 就在说话的当天, 就不必改变指示代词、 时间状语、地点状语等。 Direct Speech Present Past Present perfect Past perfect Present continuous Step3 practice Indirect Speech past past and past perfect past perfect past perfect past continuous

T: Turn to Page 5. Please change the following direct speech into indirect speech and indirect into direct. 1. ―I’m going to hide from the Germans,‖ Anne said. 2. ―I don’t know the address of my new home,‖ said Anne. 3. ―I cannot ask my father because it is not safe to know,‖ she said. 4. ―I had to pack up my things very quickly,‖ the girl said. 5. ―Why did you choose your diary and old letters?‖ Dad asked her. 6. Mum asked her if/whether she was very hot with so many clothes on. 7. Margot asked her what else she had got. 8. Anne asked her father when they would go back home. 9. Anne asked her sister how she could see her friends.

10. Mother asked Anne why she had gone to bed so late the night before. Step4 Correcting mistakes T analyses the common mistakes Ss have made during the practice. T: Now let’s look at the screen and pay attention to these sentences. Choose the right sentence and tell me why the other one is wrong. Step5 A game

Play a guessing game ―who is my secret friend?‖ One student comes to the front with his partner. The rest students ask him questions while his partner changes them into indirect speech. In the end, the person who has guessed the right answer can come to the front to take the place of the first student .So the game goes on. Suggested sentences: Can your friend speak? What does he/she wear today? Is he/she tall or short? What do you and your friend do in your free time? Do you quarrel with each other?... Step6 Homework

Do Exercise1 on Page 42. Here is another page of Anne’s diary. Read it through and then use indirect speech to retell the story. Period 4 Integrating skills “Friendship in Hawaii” 1. Teaching objectives: To learn about ways of showing friendship in Hawaii and share their opinions on friendship. Because it is a lesson of integrating skills, Ss are also asked to write sentences on friendship. 2. Teaching procedures: Step1 Lead-in 1. Talk about different ways of showing friendship of minority groups in China. 2. Compare Chinese ways of showing friendship with Western ways. And discuss

why there is a big difference. Therefore, show the sentence: Every culture has its own ways to show friendship. 3. Ask students if they can think of any place in the world where Chinese and Western cultures live side by side. They may think of Hongkong, Macao, Singapore. And the teacher will add one more -------Hawaii. Step2 Fast reading

1. It is said that Hawaii is a place where the East truly meets the west. Consider how people show their friendship in Hawaii. Show a picture and find the information from the textbook. one another.) Explain what is a ―lei‖. 2. Read fast and find out more ways to show friendship in Hawaii to fill in the form. 3. According to the form, ask them to consider what friendship is in Hawaiians. Step 3 Careful reading (by giving ―leis‖ to

1. Read the 2nd paragraph carefully and ask ―Why do many different peoples call Hawaii their home?‖ (Hawaii is a place where people make one big community from many smaller communities. It means Hawaii has a rich cultural diversity.) Step 4 Writing task

1. Show proverbs about friends and friendship. Explain them and ask Ss to choose some they agree with and some they disagree with and explain why. 2. Discuss with their partner and try to write some similar sentences to show their opinions on friendship. Step 5 Homework

Surf the Internet to collect materials like poems, stories about friendship. And share them with your friends. Period 5 Listening & Writing 1. Teaching objectives To practise students’ listening ability.

To practise students’ writing skills of how to offer advice. To improve students’ ability to help others solve problems. 2. Teaching procedure (Analysis: Listening and writing are expansion of the topic of the text. Listening is about Lisa’s problem of making a friend with a boy. She asks Miss Wang for advice. Through listening and exercise, students learn how to give advice and the skill of giving advice. And also let them think about the problem of boy’s making friends with girls and girls with boys. And then design a task to ask students to give advice according to the different problems to practise their ability to solve the problems. All of these lay the foundation for the next task writing. In this way, students feel that they have information to put out. And writing makes for the improvement of students’ writing ability, strengthening their comprehension of friendship.) Step 1 Lead-in Do you remember what Ann’s best friend is? Is it a man or a thing? Have you seen the film Cast Away? When Tom is alone on a deserted island, what does he make friends with? (a volleyball) Guess what my best friend is? (Say sth. about music, pets or plants.) So you see a man can make friends with anyone and anything. Then boys, would you like to make friends with girls? Girls, would you like to make friends with boys? What kind of girl would you like to make friends with? And what kind of boy would you like to make friends with? If you see a boy classmate makes a friend with a girl, will you say something about them behind? (If no, say you are kind. If yes, say you are a gossiper.) If you are that boy/girl, would you like to be gossiped about? But here Lisa has such a problem. Read the letter. Lisa is asking you for help. What advice will you give? You are given 2 minutes to discuss in groups and then offer

group’s opinions. Step 2 Listening Besides you Lisa also asks Miss Wang of Radio for Teenagers for help. What advice does Miss Wang give to Lisa? Let’s listen to what she says. Listen for 3 times and do listening exercises. Step 3 Post-listening Do you think Miss Wang’s advice is helpful? Now suppose you are editors of Radio for Teenagers, here are some problems for you to offer advice. (Give each group a problem and ask them to write down their advice.) 1. I don’t have enough pocket money. 2. I’m not satisfied with my appearance. 3. My desk mate has lost a reference book, she/he thinks that I’m a thief. 4. I work hard but I hardly make progress. 5. I want to travel to WuZhen Town with my fiends this weekend, but my parents don’t allow me to go. 6. I don’t like the way Mr. Li teaches us English, so I’m not interested in English any longer. 7. My mother has just given birth to my little brother. I’m worried that the baby will rob me of my parents’ love and even everything. 8. I quarreled with my best friend 3 days ago. Up to now, we haven’t said a word to each other. 9. I’d like to be monitor, but at the same time I doubt whether I have such ability. 10. I’m often late for school. The teacher is so angry that he threatens that if I’m late again, I will be dismissed. Step 4 Writing Your advice is good and helpful. All of you are qualified editors. Now I have just received a letter from a lonely boy. Read the letter, what is his problem? What is your advice for him? Write a reply. Step 5 Homework

Write a story about you and your friend.

Unit 2 English around the world
I. 单元教学目标 技能目标 Goals Talk about English language,its development and different kinds of English Practice expressing language difficulties in communication Learn to use reported requests and commands Learn the steps of preparing a composition and write a passage about experience of English learning II. 目标语言 Dealing with language difficulties in communication Please... Could you please...? Would you please...? Pardon? I beg your pardon? I don’t understand. 功 能 句 式 Could you say that again, please? Could you repeat that, please? Can you speak more slowly, please? Sorry, I can’t follow you. How do you spell it, please? 1. 四会词汇 include, role, international, native, elevator, flat, apartment, rubber, petrol, gas modern, culture, AD, actually, present, rule, identity, government, vocabulary, usage,

Singapore, Malaysia, rapidly, phrase, candy, lorry, standard, eastern, Spanish,

command, request,retell, polite boss, 词 midwestern, southestern,

northwestern, accent, recognize, lightning,



direction, ma’am, subway, block 2. 认读词汇 Shakespeare,Noah Webster, Lori, dialect, Houston, Texas, Buford, Lester, catfish 3. 词组 play a role in, because of, come up, such as, play a part (in),in the 1600’s, give commands 4. 重点词汇 actually, elevator, native, apartment, vocabulary, include, usage, present, international, rapidly, block Direct and Indirect Speech(2)——Requests

语 法

and Commands He / she asked ... (not) to do ... He / she ordered / told ...(not) to do ... 1. World Englishes come from those countries where English plays an

important role as a first or second language, either because of foreign rule or because of its special role as an international language. P9 2. Native English speakers can understand each other even if they don’t speak 重 点 句 子 the same kind of English. However, they may not be able to understand everything. P9 3. It became less like German, and more like French because those who ruled England at that time spoke French. P10 4. Today the number of people learning English in China is increasing rapidly. P10 5. Believe it or not, there is no such a thing as standard English. P13 6. The US is a large country in which many different dialects are spoken. P13 7. In fact, an English dictionary like the kind you use today wasn’t made until the time of the Qing Dynasty. P51 8. There men spent nearly all of their lives trying to collect words for their

dictionaries. P51 9. At the age of fourteen, he left his village school in Scotland and taught himself while working in a bank. P52 10. We know that languages develop and change over time and that is why we have new dictionaries from time to time. P52 III. 教材分析与教材重组 1. 教材分析 本单元以“世界英语”为中心话题,旨在通过本单元的学习让学生粗略了解世界 英语的发展状况,认识各种各样具有民族,地域特色的英语以及它们的出现原因和 不同之处。同时让学生学会语言障碍的表达法,能够区分、转述命令或请求语气 的祈使句,并让学生能用所学构思方法写一篇关于英语学习经验的作文。 1.1 Warming Up 介绍世界英语,要求学生区分英美语单词。此部分的目的是丰 富学生有关世界英语的知识。激发学生对英语发展历史的兴趣。 1.2 Per-reading 部分设置了两个与主题相关的问题。在激活学生已有知识的同

时引导学生为下一步阅读做好准备。 1.3 Reading 是一篇介绍英语发展史的文章。 文章首先以英语在分布范围上的扩 展来陈述英语的发展。第二段提出英语已发展为多个分支,并举例说明。第三, 四段以时间为顺序, 描述英语在不同时期与不同文化的交融,说明世界英语的形 成原因,并对中国英语提出设想。 1.4 Comprehending 设计了两个习题。第一部分以选择题的形式检测学生对课

文的理解。 第二部分设置了两个开放性思考问题。引导学生在掌握课文的基础上 联系实际,对英语学习现状陈述自己的观点。培养学生的思辨能力。 1.5 Learning about Language 分词汇和语法两个部分。词汇部分设置连线、填空

等形式的习题,在运用让中学生巩固所学单词及词组,体会英美语言差异。第二 部分讲解了本单元的语法项目(1)学会区分、感悟“命令”与“请求”的语言 结构和语气; (2)学习转述他人的“请求”和“命令”的 间接引语。同时给出 直接引语和间接引语的用法训练,包括单句的练习和情景语法练习。培养学生的 转述能力。 1.6 Using Language 包括四个部分。以语言实践为目的。

(1) Reading and talking 是一篇阅读材料介绍了英语方言。 要求学生在阅读的基础 上讨论中国的方言。贴近生活有利于调动学生的积极性并使学生感受不同文化, 认识到不同化之间亦有相似之处。 (2) Listening and writing 是一位美国男孩所的讲述的故事及他的老师对故事的转 述。 学生可通过听来体会南方方言与标准英语的不同。并强化学生通过听来获取 有关说话人信息的能力。 (3) Speaking 以问路的一段对话将英美语差异与间接引语结合起来,要求学生运 用所学知识编一段对话,将间接引语运用于实际生活。 (4) Writing 共有四部分。 第一二部分示范主题作文写作步骤。 三四部分设置任务, 要求学生写一篇关于英语学习的文章。培养学生就所给话题进行构思的能力。 2. 教材重组 从教材内容与单元目标分析,本单元可分为六课时。 2.1 将 Discovering useful words and expressions 的 1,2,3,4 作为预习部分。为 阅读作铺垫。可将 Warming Up, Pre-reading, Reading, 与 Comprehending 四部 分整合在一起上一节阅读课。 2.2 将 Using language 中的 Reading and talking 与 Workbook 中的 READING TASK 两篇阅读材料结合为一节泛读课。 2.3 Using language 中的 Listening and writing 与 Workbook 中的 LISTENING, LISTENING TASK 部分可以放在一节课中处理。 2.4 Discovering useful structure 与 Using language 中的 speaking, Workbook 中的 LISTING STRUCTURES 整合为语法课。 2.5 Workbook 中的 TALKING 涉及到本单元的两项内容,即语言交际困难的表 达法和间接引语,可以和 Speaking task 整合在一起上一堂口语课。 2.6 Using language 中的 Writing 与 Workbook 中的 WRITING TASK 和 PROJECT 组成一节写作课。 3. 课型设计与课时分配 1st period 2nd period 3rd period 4th period Reading Extensive Reading Listening Grammar

5th period 6th period Ⅳ.

Speaking Writing

分课时教案 The First Period Reading

Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 include, play a role, because of, international, native, come up, culture, actually, present, vocabulary, usage, identity, such as, rapidly b. 重点句子 World Englishes come from those countries... P9 Native English speakers can understand each other... P9 It became less like German, and more like French... P10 2. Ability goals 能力目标 Enable the Ss to describe the history of English and know of the differences between American English and Britain English. 3. Learning ability goals 学能目标 Help the students learn how to analyze the way the author describes the history of English. Teaching important points 教学重点 Retell the history of English according to the chart. Teaching difficult point 教学难点 Work together with partners and express one’s opinion on which kind of English one should learn. Teaching methods 教学方法 Discussion. Reading. Listening. Cooperative learning.

Teaching aids 教具准备 A recorder, a projector and some slides. Teaching procedures & ways 教学过程与方式 Step I Greeting and revision T: Good morning / afternoon, boys and girls!First I will check the words and expressions you have previewed. (P11-12 Discovering useful words and phrases part 1, 2, 3, and 4) Teacher shows answers on the screen. T: Please look at the screen and check your answer. Do you have any question? S: Are “such as” and “for example” the same? T: OK, I’ll give you two examples: 1. He knows five languages, such as Russian, French and Spanish. 2. The differences in the spoken language are greater. S: Oh, I see. ―Such as‖ is used to list similar things, while ―for example‖ is used to prove the speakers words. Ss ask any questions and Teacher explains to them in class. Step II Warming up Arouse the Ss’ interests in reading. Let the students know of world English. T: So much for the words. Can you name some countries in which English is spoken? Ss: Of course. America, Britain, Canada, Australia... Teacher writes American, British, Canadian, and Australian on the Bb. Then add English to these words. T: Are these Englishes the same? S: I think they are the same. They are all called English. S: I don’t think so. As I know BE and AE are different in spelling, pronunciation and so on. T: Well, turn to page 9. Read the warming up. Please answer the questions below. Ss: (scanning) There is more than one kind of English. T: Please go on reading and try to tell AE words from BE words below. After reading the students give their answers.

T: Who will show your answer? S: I think ―mum, in a team, rubber, petrol‖ are BE words. And ―mom, on a team, eraser, gas‖ are AE words. T: Can you give them a name? Ss: World English. T: Very good. Step III Pre-reading Activate the Ss’ background knowledge of English. T: From Warming up we know many people speak English in the world. How many people speak English and why do so many people speak English? Please discuss with your partners and answer the questions. A few minutes later. S: Maybe 1000 million people speak English today. Because many countries were colonies of England so English is spoken as a first or second language in many countries. S: We can’t get the exact number. More and more people begin to learn English because English is the working language in the United Nations. Everywhere children go to school to learn English. T: Excellent! About 1500 million people speak English as their first, second or foreign language. But they don’t speak the same kind of English. Step IV Reading Get the students to know the history of English and help the Ss to form a good habit of reading. Point to the Bb. T: How did different kinds of English come about? Please read the text ―The Road to Modern English‖ quickly and pick out the answer. Ss read quickly to find the answer. T: Any volunteer to answer the question? S: I will. English has changed over time. All languages change when cultures communicated with one another.

T: Any different ideas?

Well, you all have the same answer.

Task1 Reading and choose correct answers. T: Turn to page 10. Please read the questions and multiple answers first to know what information we should get, and then read the passage to find the answer. T: Now who would like to tell us your answer? S: I will. English has the most speakers now. T: Good. What’s the answer to the second? S: Languages change when cultures change. T: Right. How do you know? S: I judge it, according to the second sentence in the third paragraph. T: Good. Can you choose the right answer to question 3? S: Yes. From AD 450 to1150 English sounds more like German. T: Excellent. What about question 4? S: Around 1600’s. T: Very good. The last one ? Let’s answer it together. Ss: China. T: You are quite right. Task2 Read and summarize the main idea of each paragraph. Work in groups of four. T: Read the text and tell the main idea of each paragraph. After reading, discuss your answer in groups of four. After a few minutes. T: What’s the main idea of the first paragraph? S1: The first paragraph tells us that more and more people speak English. S2: I don’t think so. It describes the extension of English in the world. T: Right. The first paragraph describes the extensive of English in the world. What is the main idea of paragraph 2? S: It tells us native speakers can understand each other but not everything. Let the Ss give an example to prove this point. T: Can you tell me what the third paragraph is about? S: All languages change when cultures communicate with one another. It’s the key Any volunteer? The first one?

sentence of the last two paragraphs. This paragraph tells the development of English as native language. T: Quite right. What about the last paragraph? S: English is spoken as a foreign or second language in many countries. T: How many parts can we divide the text into? S: Two parts. The first paragraph is the first part, and paragraph 2, 3 and 4 can be part 2. Task3 Analyze the text. T: Please read the text again to tell the main idea of each part and the function of each paragraph. After reading please fill in the chart below. Discussion S1: The first part describes the history of English in chronological order: 16th century-the next century —today. S2: It describes the development of English from the angle of its extension in region. Look, England — many other countries — more people than before (China). S3: I agree with S2. S4: In part two, the author first raises the fact: English has changed over time. Then analyze how English has changed into world English. T: Are you ready? Which group would like to fill the chart? Group 1 please writes down the main idea of each part. Group 2 please write the function of paragraph 1and2. Group3, the last two paragraphs. The other students check their answers. Sample chart (slide) Part Part1: 1 2 Part2: 3 4 Suggested answers Part Paragraph Function Paragraph Function

Part1:The

extension

of 1

Describe the development of English from the angle of its extension in region. England—many countries—more than before (China). other people

English in the world

Part2:English when its

changes 2 culture

Raise the fact: English has developed English into world

communicate with others 3

Describe the development of English in English

speaking countries. 4 Describe the development of English in countries where it is spoken as a foreign language. Step V Post-reading Check the Ss’ understanding of the text, help the Ss deal with new language points. Task Express one’s own opinion. Work in groups of four. T: There are many kinds of English. Which kind of English are we learning? Ss: Both AE and BE. Show questions on the screen and ask a student to read them. T: Please discuss these questions and tell us your answers. 1. Do you think it matters what kind of English you learn? Why? 2. Why do you think people all over the world want to learn English? 3. Will Chinese English become one of the world English? After a few minutes. T: OK, I’ll ask some groups to report their opinions. Group 1, can you tell us your or second

opinion? S: Yes. I think we should learn BE because other kinds of English came from it. T: Any different ideas? S: In my opinion, we can learn any kind of English because people can understand each other even if they don’t speak the same kind of English. T: Wonderful! What about the second question? S: With the development of economy, it is necessary for people from different countries to communicate with each other. So we need a language to be work language, while English is the most widely used language. So people all over the world want to learn English. T: Very good! What’s your opinion? S: I think because of the wide use of computer, people have to learn English. Computer plays an important part in the popularity of English. T: OK. Question 3.Yes or no? S: My answer is ―yes‖. A large number of Chinese especially young people are learning English. English is communicating with Chinese culture. There will be Chinese English. T: Only time will tell. Now we know English is spoken in so many countries and it plays an important part in the world. If we learn English well, we can listen to English song, read English novels, travel in English speaking countries comfortably and communicate with foreigners easily. Also, it is of great help not only to our own development but also to the development of our country. The Olympic Games will be held in Beijing. Let’s work hard and welcome its coming. Question time T: It’s time for you to ask any questions or let me explain the sentences that hinder your understanding of the text. Ss ask questions freely. T: Now let’s deal with some language points. Turn to page 9. Let’s look at the sentence: However, they may not understand everything. This sentence means that sometimes they can understand each other, but sometimes they have difficulty

understanding each other. The English spoken between about AD 450 and 1150 was very different from the English spoken today. In this sentence, ―spoken between about AD 450 and 1150‖ and ―spoken today‖ are used to describe the English. Homework Retell the text according to the chart. Finish exercises1, 2, 3 (Using words and expressions) P49-50. The Second Period Extensive Reading Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 standard, midwestern, Spanish, eastern, southestern, northwestern, recognize, play a part (in) b. 重点句型 Believe it or not, there is no such a thing... P13 The US is a large country in which... P13 Geography also plays a part in... P51 2. Ability goals 能力目标 Enable the students to gain the knowledge about dialects and how the editors of The Oxford English Dictionary work on it. 3. Learning ability goals 学能目标 Help the Ss learn to make notes about Murray’s life. Teaching important points 教学重点 Make notes about Murray’s life. Talk about dialects in China after reading. Teaching difficult points 教学难点 After reading the text, summarize the good qualities needed for success. Teaching methods 教学方法 Listening and fast reading. Discussion and cooperative learning.

Teaching aids 教具准备 A recorder and a projector. Teaching procedures & ways 教学过程与方法 Step I Greeting and Revision Check the Ss’ homework by asking some of the students to retell the text. T: Good morning/afternoon, boys and girls. Who can retell the text? S: Let me have a try. At first, only people in England spoke English. Later, people from England moved to other parts, so English began to be spoken in many countries. Today, more people speak English as their first, second, or foreign language. Native English speakers can understand each other but not everything. All languages change when cultures communicate with one another. So there are British English, American English, Australian English and so on. They all have their own identity. English is also spoken as a foreign or second language in many other countries. Maybe one day Chinese English will become one of the world English. Task Listen and find the British and American words which are different but have the same meaning. Work in pairs. T: Turn to P12.part5. Listen to the dialogues one by one. Then tell your partner which words are different but have the same meaning. Let’s listen to the first one. After listening, the Ss give their answer: sweet-candy, lorry-truck, autumn-fall. Step II Pre-reading Task Introduce their dictionaries. T: If we meet a new word, we will turn to our dictionaries. Who would like to introduce dictionary to us? S1: My dictionary is the Oxford English dictionary. It can help me find new words, phrases, examples and so on. S2: This is my dictionary. With its help, I can tell the difference between similar words. What’s more, pictures in it make it easy for me to understand and master new words. Step III Reading Task1 Listen and answer questions.

T: The Oxford English dictionary is the largest dictionary. Who is the editor? How many years did it take to complete the dictionary? Now please listen to the tape and answer questions. Ss listen to the tape carefully and answer questions. T: Who is the editor? S: James Murray and some others. T: Excellent! Next question? Ss: Forty-four years. Task2 Read the passage and fill in the table. Work in pairs. T: Please turn to page 52 .Read the table first. Make sure the Ss know what they are expected to do. T: When you fill in ―its difficulties‖ and ―Qualities needed‖, please discuss with your partner. Ss read the passage and fill in the table. Discussion S: It’s the biggest dictionary so it is very difficult to complete. S: And there was no computer at that time, so he had to write with pen and paper.... T: OK, I’ll ask some groups to report their opinions. Ss show their answers. Country Education Job Most important task Scotland Village school then taught himself. Work in a bank, teacher. Its difficulties: the biggest dictionary, work in a place where it is too hot or to cold, work alone at first, only used pen and paper. Qualities needed: hard work, interest in the job, patience. Who worked on it Murray, his two daughters and other editors.

Date of completion Other information

1928 Ideas for this dictionary from a meeting in Britain in 1857.Begin to do it in 1895.Hoped to finish it in ten years.

Step IV Reading and talking (Page 13) Task1 Read and answer questions. Write ―dialects‖ on the Bb. T: Please explain it in English. Ss: Look it up in the dictionary. Ss: Dialect means a form of a language that people speak in a particular part of a contry. T: You are quite right. There are many dialects in American English. Do you know why? Please turn to Page 13 and find the answer in the text. One minute later. T: Who would tell me why? S3: Let me try. That is because people come from all over the world. And geography plays a part in making dialects. Task 2 New words. T: Very good. Now, look at the screen and try to guess the meaning of these words and put them in the right places in the map. Bb: southeast, northeast, southwest, northwest, south, west, east Ask one student fill in the map. Show more words on the screen. T: What’s the difference between these two groups? Bb: southeastern, northeastern, southwestern, northwetern, southern, western, eastern, northern Ss watch and look up their dictionary. Ss: The first group in Noun. The second is adjective. T: Please try to memory these words. Task3 Games. Work in groups of four.

The teacher plays the recorder. Ss listen and recognize different dialects in China. T: Which dialect is it? Ss: Dongbei.… T: Who will tell an interesting story that shows great difference between dialects in China? Ss tell their partner an interesting story. Discussion ―Why do we learn putonghua?‖ T: Please discuss with your partner ―Why do we learn putonghua?‖ Ss: Dialects are so different that people from different places cannot understand each other, while Putonghua is the very way to solve the problem. Homework Preview Listening and writing on Page 14. Describe the picture and the three boys and answer first four questions. The Third Period Listening Teaching goals 教学目标 1. Target language 目标语言 重点词汇和短语 lightning, subway, underground, British, western, Europe, southeast

2. Ability goals 能力目标 Get the Ss to know more about world English and dialects by listening. 3. Learning ability goals 学能目标 Help the students learn how to get detailed ideas of English programs. Teaching important points 教学重点 Listen to materials and grasp the information needed. Teaching difficult points 教学难点 Guess the name of speaker’s country by listening. Teaching methods 教学方法 Listening. Discussion. Notes-making.

Teaching aids 教具准备 A recorder. Teaching procedures & ways 教学过程与方式 Step I Revision Describe the picture and the boys. T: Any volunteers to describe the picture? S1: There is a river in the picture. At the bank, there is a tall tree. We can see a very big fish in the river. S2: The two boys laughing are Buford and Big Billy Bob. A boy was frightened and fleeing. He is little Lester. T: Could you find the answers to the four questions? Ss: Yes. T: Good. Why does Buford think of Texas? How do you know it? S: He believes it’s almost a different country from the US. The text tells us so. T: How large was the catfish? S: The catfish was almost the size of a house. T: Why did Lester get out of the water very quickly? S: He thought the catfish would eat him. T: Why did Buford and Big Billy Bob laugh? S: Because the fish is harmless but Lester is so frightened and flee so fast. Step II Listening and writing (Page 14) Task Listen and answer questions. T: Another two persons will describe this story. One is Buford, who is from Texas and believes bigger is always better. He is speaking with one kind of Southern dialects. The other is his teacher, Jane, who speaks standard British English. First, listen and know of standard British English and Southern dialects. Ss listen to the tape and try to understand. T: Now listen for a second time and answer the last two questions. Make notes while listening. A few minutes later, check their answers.

T: A, can you answer question 5? S: Yes. Jane is the second speaker, Buford’s teacher. She is from Britain. T: Well done! Buford says “Hey, say to greet you? S: She says ―Hello‖. Step III Listening Task1 Listen and write the AE words. T: Last lesson we separate some AE words from BE words. Today, let’s go on listening and write down the AE words which have the same meanings as the BE words. Turn to page 48 .Listening .The BE words have been written down. Read it. Then listen to the dialogue. In the conversation, ―rush hour‖ is the name of a popular Hollywood film. After listening. T: Please read your answer together. (Write down the answers. Ss: picture- movie, lorry- truck, autumn- fall, underground- subway, sweets- candy Task2 Listen and write down answers to questions. Ss read the questions to find out the listening point first, and then listen to the tape to get the answers. T: Now the recorder will introduce a new way of English learning. Before listen to the tape, please read the questions to find out the listening point. Make notes of the answers while listening. Play the tape for the first time so that the students can get a general idea. The second and third time, the Ss write and check their answers. Pause and repeat the key sentences. T: Can you answer questions now? Ss: Yes. T: Good. What programme is Zhao Li watching? S: CCTV-9 World wide watch. T: Excellent! Who would like to answer the next questions? S: 2. Zhao Li thinks that watching TV programs will improve her English. y’all”to greet you. What does the second speaker

3. She thinks that Cao Ri is a good speaker. 4. The more listening practice you have, the better your listening skills will get, especially if you hear variety of speakers. 5. You should be patient and keep trying. Soon you will understand more and more. Teacher checks the answers and explains some difficult listening points if necessary. Step IV Listening Task Task 1 Read the map and listen and find where the students come from. T: Please turn to page 51 and read the map. What does it tell us? S: It marks the places where English is spoken as a first or second language. Maybe it is about world English. T: Very clever! Now six foreign students come to our class to learn Chinese, and they are introducing themselves. Please listen carefully, and then write their names on the proper places on the map. It is a little difficult to finish the task individually. The teacher may do the first one with the Ss. While listening, repeat the key sentences. T: Let’s guess the first one together. Play the tape. T: From the first sentences and ―British rulers‖, we know S1 comes from India. Go on listening and write down your answer on the map. Ss listen to the tape and write down their answers. Teacher plays the tape twice. A few minutes later. T:Check your answers with your partner. Listen to the tape again. T: OK, where is S2 from? S: S2 is from Louisiana in the US. T: What about the others? Ss: S3 is from Jamaica, S4 Ireland, S5 the Philippines, and S6 Singapore. T: Very good. Step V Homework Make a short list of reasons why English is spoken in so many places around the world.

Preview Page 15 Speaking. List the words that were confusing to Amy. Sample Why English is spoken in so many places around the world? English is the language most widely spoken and used in the world. Why? Industrial revolution impelled the development of England and it colonized much of the world. English began to be spoken in many other countries. America’s development also contributes to the extension of English. With the development of economy, countries communicate with each other more frequently. English is widely used and is one of the official languages of the Olympic Games and the United Nation. People realize the importance of English learning. Everywhere in the world children go to school to learn English. More people speak English as their first, second or foreign language. The Forth Period Grammar Teaching Goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 command, request, politely, direct, indirect, approach, subway, underground, block, b. 重点句型 Direct speech Commands: Do/Don’t... Requests: Do..., please./ Can you...? Could you...?/ Will you...? Would you...? Indirect speech Commands: sb told/ordered sb else (not) to do sth Requests: sb asked sb else (not) to do sth

2. Ablity goals 能力目标 Focus on training the Ss to think in reported requests and commands. Enable the students to make dialogues with the target language. 3. Learning ability goals 学能目标 Help the students to recognize different moods and pass on other’s words correctly. Teaching important and difficult points 教学重点 How to express one’s command or request in the Indirect Speech. Master the features of commands-tell or order sb to do sth. And the feature of request—ask sb to do sth. Teaching difficult points 教学难点 How to tell the difference between a command and a request. How to change the pronouns when turning the direct speech into the indirect speech. Teaching methods 教学方法 Study individually, practice, role play. Teaching aids 教具准备 A projector and slides. Teaching procedures & ways 教学过程与方式 Step I Greeting T: Good morning boys and girls. Step II Grammar (1) Task 1 Summarize the difference between commands and requests. Work in pairs. T: First, listen to me carefully. (Speak to three Ss)S1, open the window. S2, pass on the book to Lucy. S3, will you please close the door. Write the three sentences on the Bb. T: What is the difference among the sentences I spoke to them just now? S4: The first sentence is not polite, while the last sentence is very polite. T: Excellent! How did I show my polite? S5: You use ―Please... Will you please...?‖ T: Speaking the first sentence, I give a command. Using ―Please... Will you please...?‖, I make requests. Show the following on the Bb.

Direct speech Commands: Do/Don’t... Requests Do..., please./ Can you...? Could you...?/ Will you...? Would you...? T: Please turn to Page 13. Ss work in pairs. Sa: Close the door! Sb: Could you please close the door? Task 2 Make dialogues. Work in pairs. T: There are three situations. Would you please make dialogues using commons or requests with your partner? Students are encouraged to imagine interesting dialogues. After a few minutes. T: Let’s see which pair completes the task well. Group1, come here, and play your dialogue. Situation A A: Excuse me. Who would do me a favor to close the door? B: Speak louder, please. A: Will you please close the door. B: OK. I will. A: Thank you very much. B: My pleasure. Situation B A: Excuse me. B: Of course. A: Thank you. It time for me to get off. Would you please make way for me? I’ll be happy to make way for you. Go ahead. Change the commands into requests.

B: You’re welcome. Oh, my God, I need to lose my weight. Situation C A: Lie down and hold your breath. Task 3 Read the replies and write a request or a command. (Page 50 Listing structures 2) T: How wonderful your plays are! Now, please turn to Page50, Part2. Finish the exercise according to the request of the exercise. Ss read the exercise to know what they are expected to do, then do it individually. T: S6 Read your answer, please. S: The sentences are: 1. Go and collect the wood right now. 2. Will you please collect my shopping? 3. Shut the door at once. 4. Go and get my coat. 5. Would you please get that book for me? Step 3 Grammars (2) Task1 Summary the rules of turning Direct speech into Indirect speech. Work in pairs. Show some examples on the screen. T: Look at the screen, please. Discuss with your partner: What do I want you to learn? “Make sure the door is open.‖ the teacher said to me. The teacher told me to make sure the door is open. “Don’t play games in the classroom.” the monitor said to us. The monitor told us not to play games in the classroom. “Can you lend me ten yuan?‖ Tom said. Tom asked me to lend him ten yuan. “Will you please not smoke here?‖ she said. She asked me not to smoke here. A few minutes later. T: Who would come and write your answers on the Bb?

S: I’d like to. Ask one student to write his answer on the Bb. sb told sb (not) to do sth sb asked sb (not) to do sth T: If you don’t agree with them, you can change their answers. After discussion, the correct answer is shown on the Bb. The Ss can see: Direct speech Commands: Do/Don’t... Requests: Do...,please./ Can you...? Could you...?/ Will you...? Would you...? Indirect speech Commands: sb told/ordered sb else (not) to do sth Requests: sb asked sb else (not) to do sth T: Now who can tell us how to change commands and requests into reported orders and requests? S: If we change commands, we may use the pattern: sb told/ordered sb else (not) to do sth. If we change requests, we can use ―sb asked sb else (not) to do sth.‖ Task 2 Make dialogues with reported commands and requests (Page50). T: Turn to Page 50. Work in groups of three. Read the example to know what you should do. The teacher makes a dialogue with two students. T: Please turn on the recorder. S1: What did our teacher tell us? S2: She told us to turn on the recorder. Ss work in groups of three. Step IV Speaking

T: Please turn to Page 15. Check your homework. Read aloud the words that were confusing to Amy. Show it on the screen. Teacher may give more words. AE subway keep going straight right left two blocks movie bar the first floor Task Make a dialogue. T: Now work in groups of three. You are in London. A is from America. B, A’s friend, is a speaker of British English. You don’t know the directions, so you ask C for help. Then B retells C’s words to A. Please make a dialogue, using given words and this map. Be sure to use indirect and direct speech and requests. If time is limited, it can be done as homework.. BE underground go straight on right-hand side left-hand side two streets film pub ground floor Chinese 地铁 一直向前走 右 左 街区 电影 酒吧 一楼

Restaurant

Museum

Underground

Supermarket

Middle school

Pub

Cinema

Homework

Make a dialogue using target language and the map. Preview Speaking task (Page52) Read the passage and list things that cause languages to change. Sample At the gate of the hotel. A: A wonderful night. Why not go to the cinema? B: Good idea! But where is the nearest cinema? A: I don’t know. We can ask the lady for help .Excuse me, ma’am. Could you please tell me where the nearest cinema is? I’d like to see a movie. C: Er...a film? Go round the corner on your right- hand side, straight on and cross one street. It’s on your left -hand side. B: Thank you very much. A: What did she say, B? B: She told us to go round the corner on the right and keep going straight for one block. The cinema will be on our left. The Fifth Period Speaking Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 try to do, look around, confuse, offer b. 重点句子 We know that languages develop and change over time and that is why we have new dictionaries from time to time. P52 Pardon? I beg your pardon? I don’t understand. Could you say that again, please? Could you repeat that, please? Can you speak more slowly, please? Sorry, I can’t follow you.

How do you spell it, please? 2. Ability goals 能力目标 Enable the students to express language difficulties in communication. 3. Learning ability goals 学能目标 Help the students learn how to manage to communicate with others avoiding language difficulties. Teaching important points 教学重点 How to use different sentence patterns avoiding language difficulties in communication. Teaching difficult points 教学难点 How to make a dialogue using commands or requests. Teaching methods 教学方法 Pair works to make a dialogue. Co-operative learning. Teaching aids 教具准备 A projector and a blackboard. Teaching procedures & ways 过程与方式 Step I Revision Check students’ homework. Ask some students to play their dialogues in class and give some comments. Step II Lead in Task 1 Revise patterns for language difficulties in communication. T: A (loudly), can you lend me your dictionary (lowly)? Sa: Pardon? T: Can you tell some similar expressions? Sa: I beg your pardon? / I don’t understand. / Could you say that again, please?/ Could you repeat that, please? / Can you speak more slowly, please? Sorry, I can’t follow you. / How do you spell it, please? T: Great! Turn to Page 48. Read the expressions loudly and try to memory them. Task 2 Make a dialogue, using the expressions. Work in pairs.

T: Turn to Page 49. There are three situations. Read them carefully to know the situations. Ss read the three situations to decide which one they would like to choose. T: Make a dialogue with your partner, using the expressions above. A few minutes later. T: Which group will come and act you dialogue in class? Ss: We will. Sample dialogue for Situation1 A-foreigner B-you A: Excuse me, but I can’t find my friends. Can you help me? B: Could say that again ,please? A: Oh, sorry. I said that I need to find my friends. B: Oh, I see. Where are they? A: They are waiting for me at the Science Museum. But I can’t find it. B: Sorry, I can’t follow you. Can you speak more slowly, please? A: Sorry. I said I want to go to the Science Museum. B: Well, wale along this street and take the first left turn on your left. Walk on until you reach the gate. Sample dialogue for Situation2 A—your father B—your mother C—you D—waitress A: Excuse me, but I can’t find the toilet. Can you help me? D: Er? toilet? It’s over there. B: Restroom? But we don’t need to have a rest. C: Oh, sorry. But where is the WC? D: Pardon? C: W-C. D: Sorry. There is no WC. Oh, I see. I know what you want. It is on the second floor. C: Thank you very much. Go up two floors. AB: No toilet but empty rooms. Where is the toilet? C: We are in the USA. The second floor? Let’s go downstairs. It’s on the first floor. Sample dialogue for Situation3 A-your teacher B-you

A: Now for homework, you must write a dialogue about difficult language problems. Is that clear? B: Sorry, Miss Li, but Li Lin can’t follow you. A: Pardon? B: Li Lin doesn’t understand what you said. A: Oh, I see. Well let me say it in a different way. Step III Speaking task T: Well done! The second floor in British English is the third floor in American English. How great change in English! Travel plays an important part in the change of English. Please turn to Page 52 tell me other things that cause languages to change. Ss have previewed it. Answers Teenagers, movies, radio, and TV. Task Give advice on how to teach English to beginners. Work in groups of four. T: Well done! The government would like to get some advice on how to teach English to beginners. Can you help them? Please work in groups of four and list your ideas together. Ss discuss and write down their suggestions. S1: I think it will make the textbook interesting to use cartoons in it. S2: Why not design some games? Students like games, which will make the words easy to memory. S3: In my opinion, English songs are of great help. S4: We can draw some interesting characters like Mickey mouse to teach English to beginners. T: Wonderful ideas! I believe the government will take your advice. Step IV Project Task1 Fast-reading T: Turn to Page 53. Please read the text quickly to find the answer to question 1. Ss read the text to find the answer to question 1. T: According to the reading passage, what is the use of a code? S: It can help people to communicate secrets easily.

Task 2 Discussion. Work in pairs. T: Read the text again and then discuss the last two questions with your partners. What other uses can a code have? List one or two here. Describe a situation where codes may not help the people who use them. Discussion S1: A code can mark the directions or ways when we are traveling in a forest. S2: It can also help to make notes if a speaker speaks too fast. S3: But sometimes codes may not help the people who use them. S4: I can give an example. In a war, if the enemies know the meaning of the codes, they may not help the people who use them. Task 3 Make a code to make notes. T: What does it mean? S: Something. T: What about ―e.g.‖ Ss: Example. T: Please make a code to write to your partner and guess the meaning of others’ code. Homework Make a code to write to your partner. Memorize the new words and phrases. The Sixth Period Writing Teaching goals 教学目标 1. Target language 目标语言 重点词汇和短语 brainstorming, share, experience, make use of 2. Ability goals 能力目标 Enable the Ss to master the way of preparing oneself before writing a composition-Brainstorming. 3. Learning ability goals 学能目标 Learn how to prepare oneself before writing.

Teaching important points 教学重点 Know the way to make a brainstorming map. Teaching difficult points 教学难点 Write a passage about one’s experience of English learning. Teaching methods 教学方法 Task-based learning. Teaching aids 教具准备 A recorder, a projector and a computer. Teaching procedures & ways 教学过程与方式 Step I Revision Check the homework. Ask some students to write their codes on the Bb. The others guess what the codes stand for. Sample AFAIK (as far as I know), BBYE (bye bye), BTW (by the way) Step II Presentation Task1 Summarize the way of preparing oneself before writing. Write ―Why should I learn English?‖ on the Bb. T: Please tell me why. Hands up. S1: I learn English to talk to native speakers. S2: To go to university, I learn English hard. Some other answers to use for business, to read English books, to listen to English music and movies or to go abroad. T: Well, let’s show your ideas on a map. Show the map on the screen. T: We can see the ideas easily. This map can help you write an excellent composition. Now, do you know how to prepare yourself before writing?

To use for business

To use in school

To talk to native speakers

Why should I learn English?

To read books

English

To write pen friend

Ss: Yes.

To listen to English music and movies

T: Turn to Page 15. Read the steps. A, please read the steps aloud to us. Task 2 Make a brainstorming map. T: Why not make a brainstorming map by ourselves? Write down ―How can learning English help China in the future?‖ T: For example, in economy. Please work in groups of four and make a brainstorming map. A few minutes later. T: Which group will show your map on the Bb? A student draws the map on the Bb. Sample
Speed development economy. Easy to learn advanced technology of other countries. the of

How can learning English help China in the future?

Make Chinese culture popular all over the world.

Step III Writing task Task1 Make notes about the paragraphs for the writing. Work in groups of four. T: Turn to Page 53. Read the Writing task and tell what you are expected to do. T: What can you learn? S: We are asked to write a passage about ―My Experience of Learning English‖. We

can write it on four aspects. What we need to do is to make a list of ideas for each paragraph. T: Good! Work in groups of four to make notes.

My problems

Ideas improvement

for Why I like English

My

future

with

English

Listening words

Writing Listen to BBC.Get Listen to music and Help me realize my an e-pal.Memorize movies. new words every Enjoy morning. works. Travel. original dream.

Task2 Write an article. After their discussion. T: Now, write an article according to your notes in twenty minutes and hand it in. Sample I have made great progress in English learning. But at first, I had many difficulties in learning English. I found listening really hard. Sometimes, it’s just impossible to understand. Besides, my written English was not very good. And it was hard for me to memory new words. How could I improve my English? Take listening as example. I bought a radio and listen to BBC English every morning. The more you listen to English, the easier it becomes. At the same time, I got an English e-pal and my written English improved quickly. Meanwhile, I made a plan to memory new words. Every evening memory twenty new words and review them the next morning. Then put them up on the wall to review in my spare time. English is my good friend. With the help of English I can listen to English music and movies. I’m very interested in English novels. Thanks to English I can enjoy original work. Also it will make my journey comfortable, if I travel in English speaking countries.

My dream is to be a doctor. It’s necessary for a doctor to be good at English. I love English. It will help me realize my dream. Homework Write an article on ―Our English teacher‖. Sample Mr. Li is our English teacher. He cares for not only his students but also his work. He devotes all his life to English teaching. The lessons he has taught are lively and interesting, He does all he could to help us students to improve our listening, speaking, reading and writing ability. We all make great progress in English learning. He is very strict with himself and not satisfied with his achievement. He never give up learning and has translated a lot of books. We all like Mr. Li-our English.





I. 课文注释与疑难解析 1. However, they may not be able to understand everything. 然而,他们可能不是什 么都懂。 however 的用法: 副词或连词,意为"无论,不管",可用于修饰一个形容词或副 词,并引导一个从句。 eg: However hard it is, I’ll have a try. However 也可表示"可是,但是,"用作插入语,常放在句中,也可置于句首或句 末。常用逗号与句子分开。 eg: His first response was to say "no". Later, however, he changed his mind. but 与 however 辨析 but 连接的是两个并列分句。 However 则不能。 它可以放在另外一个句子的句首, 句中或句尾,要用逗号与句子隔开。 2. Today the number of people learning English in China is increasing rapidly. 目前 在中国学习英语的人数正在迅速增长。 Learning English 是现在分词短语,做后置定语,修饰 people,它与被修饰的词之 间有一种逻辑上的主动关系。也可以说 who are learning English. eg: The boy crying in the bed is my son.

(2)The number of 意为“??的数目” ,后加可数名词复数形式,做主语时,谓 语动词用单数。 number of 意为 A “许多” 后加可数名词复数, , 谓语动词用复数。 eg: The number of students in our class is thirty- nine. A number of students are playing games. 3. This is because in the early days of radio, those who reported the news were expected to speak excellent English. 这是因为在早期的电台节目里, 人们期望新闻 播音员所说的英语是最好的英语。 Those 指代 people, 从句 who reported the news 作定语来修饰 those。Who 为引 导词,在从句中做主语。 Expect: think that sth. will happen; look forward to; hope for 可跟名词,代词不定 式,带不定式的复合宾语和从句。 eg: I’m expecting a letter. I hardly expected to find you here. We expected that you would stay here. II. 文化背景知识 New Zealand English New Zealand English is the dialect of English spoken in New Zealand.In most respects, New Zealand English is very similar to Australian English. Both favour British spelling and choices between words have been given differences between American and British English. Many local words, largely borrowed from the indigenous Maori population, have arisen to describe the local flora, fauna, and the natural environment, and some other Maori words have made their way into the language. In 1998 Oxford University Press produced a Dictionary of New Zealand English that it claimed was based on over 40 years of research. This research started with Harry Orsman’s 1951 thesis and continued with his publishing this dictionary as the editor. To assist with and maintain this work, the New Zealand Dictionary Centre was founded in 1997. Indian English Indian English is a catch-all phrase for dialects or varieties of English spoken widely

in India. The language of Indians taught in schools is essentially British English and in particular spellings followed British conventions. However, the British left India in 1947, and as a result many phrases that the British may consider antique are still popular in India. Official letters continue to include phrases like ―please do the needful‖, ―you will be intimated shortly‖ and ―your obedient servant‖. Older writers who made creative (and comical) use of now obsolete forms of colloquial English, like P. G. Wodehouse, are immensely popular too, as is cricket terminology like ―googly‖ and ―bouncer‖. In addition, Indian English mixes in various words from Indian languages: ―bandh‖ or ―hartal‖ for strikes, ―challan‖ for a monetary receipt or a traffic ticket, and so on. Several such words have been regularly entering the Oxford English Dictionary; indeed, some (―jungle‖, ―bungalow‖, ―pyjama‖) became mainstream generations ago. The book Hobson-Jobson by Henry Yule and A.C. Burnell first published in 1886 gives a glossary of colloquial Anglo-Indian words. While Indian English is often the butt of jokes by the “educated” British (eg, various works of literature from the colonial era, or Peter Sellers’ brilliant portrayal of a socially-challenged Indian in The Party), recently Indian writers and writers of Indian origin, notably Salman Rushdie and Booker Prize winner Arundhati Roy, have been making more creative use of it in their works. The distinct evolution of regional variations in contemporary usage has led to terminologies such as Hinglish (Hindi + English) and Tanglish (Tamil + English). These terminologies are often referred to in a humorous, self- deprecating way, but at times they also have a derogatory connotation with each region or strata of society having fun at the expense of others! Hinglish, Tanglish and other unnamed variations are particularly capitalised and made popular in the field of advertising. Here the aim of reaching a large cross- section of society is fulfilled by such double-coding. South African English South African English is the dialect of English spoken in South Africa and surrounding countries, notably Namibia and Zimbabwe. South African English is not unified in its pronunciation: this can be attributed to the

fact that English is the mother tongue for only 40% of the Caucasian (white) inhabitants (the remainder having Afrikaans as their mother tongue) and only a tiny minority of black inhabitants of the region. The dialect can be, however, identified by many loanwords, mostly from Afrikaans, but increasingly also from isiZulu and other African languages. Some of these words, like "trek", have seeped into general English usage. Traditionally, South African English has been spoken by white South Africans, but a distinct Indian South African form of English has long existed, and an equally distinctive black South African English is developing very rapidly. Convergence between these sub-dialects can be observed, but it is a slow process. Late-Modern English (1800-Present) The principal distinction between early- and late-modern English is vocabulary. Pronunciation, grammar, and spelling are largely the same, but Late-Modern English has many more words. These words are the result of two historical factors. The first is the Industrial Revolution and the rise of the technological society. This necessitated new words for things and ideas that had not previously existed. The second was the British Empire. At its height, Britain ruled one quarter of the earth’s surface, and English adopted many foreign words and made them its own. The industrial and scientific revolutions created a need for neologisms to describe the new creations and discoveries. For this, English relied heavily on Latin and Greek. Words like oxygen, protein, nuclear, and vaccine did not exist in the classical languages, but they were created from Latin and Greek roots. Such neologisms were not exclusively created from classical roots though; English roots were used for such terms as horsepower, airplane, and typewriter. This burst of neologisms continues today, perhaps most visible in the field of electronics and computers. Byte, cyber-, bios, hard-drive, and microchip are good examples. Also, the rise of the British Empire and the growth of global trade served not only to introduce English to the world, but also to introduce words into English. Hindi, and the other languages of the Indian subcontinent, provided many words, such as pundit,

shampoo, pajamas, and juggernaut. Virtually every language on Earth has contributed to the development of English, from Finnish (sauna) and Japanese (tycoon) to the vast contributions of French and Latin. The British Empire was a maritime empire, and the influence of nautical terms on the English language has been great. Words and phrases like three sheets to the wind and scuttlebutt have their origins onboard ships. Finally, the 20th century saw two world wars, and the military influence on the language during the latter half of this century has been great. Before the Great War, military service for English-speaking persons was rare; both Britain and the United States maintained small, volunteer militaries. Military slang existed, but with the exception of nautical terms, rarely influenced standard English. During the mid-20th century, however, virtually all British and American men served in the military. Military slang entered the language like never before. Blockbuster, nose dive, camouflage, radar, roadblock, spearhead, and landing strip are all military terms that made their way into standard English. American English Also significant beginning around 1600 AD was the English colonization of North America and the subsequent creation of a distinct American dialect. Some pronunciations and usages ―froze‖ when they reached the American shore. In certain respects, American English is closer to the English of Shakespeare than modern British English is. Some ―Americanisms‖ that the British decry are actually originally British expressions that were preserved in the colonies while lost at home (e.g., fall as a synonym for autumn, trash for rubbish, frame-up which was reintroduced to Britain through Hollywood gangster movies and loan as a verb instead of lend). The American dialect also served as the route of introduction for many native American words into the English language. Most often, these were place names like Mississippi, Roanoke, and Iowa. Indian-sounding names like Idaho were sometimes created that had no native-American roots. But, names for other things besides places were also common. Raccoon, tomato, canoe, barbecue, savanna, and hickory have native American roots, although in many cases the original Indian words were

mangled almost beyond recognition. Spanish has also been great influence on American English. Armadillo, mustang, canyon, ranch, stampede, and vigilante are all examples of Spanish words that made their way into English through the settlement of the American West. To a lesser extent French, mainly via Louisiana, and West African, through the importation of slaves, words have influenced American English. Armoire, bayou, and jambalaya came into the language via New Orleans. Goober, gumbo, and tote are West African borrowings first used in America by slaves.

Unit 3 Travel Journal
单元教学目标

技能目标 Goals Talk about traveling How to make preparations for traveling Use the present continuous tense for future use Be able to write a travel journal Tell the difference between a diary and a journal

Target language 目标语言



1.Talk about plans How much money will you pay for the fare? When are you leaving?



Where are you staying? How are you going to …? How long are you staying at …?



When are you arriving at/ in …? When are you coming back?



2. Good wishes Have a good day / time! Have a good journey / trip! Good luck! Enjoy yourself! Best wishes to you. Have fun! Take care

1

四会词汇: journal, fare, transport, finally, cycle, persuade, insist, proper, properly,



determine, determined, valley, waterfall, plain, attitude, shorts, camp, record,



afterthought, topic, familiar. 2 认读词汇: Vientiane, Laos, Phnom Penh, Cambodia, Ho Chi Minh, Vietnam, Mekong, Source, detail, atlas, glacier, Tibetan, rapids, delta, canyon 3 词组: Change one’s mind, give in, pass through.

句 型 语

It is / was + 强调部分 + that (who) + 句子

The The present continuous tense for future use 法 Ⅲ 教材分析与组合 1 教材分析 本单元以 travel 为主题,使学生通过 travel 了解他们所去国家或地区的风土 人情,地理地貌及气候特征。让学生体会英语作为工具给他们带来的乐趣。 学 生可以利用英语扩大自己的视野,获取知识,了解世界。学生可以通过相互讨论 和相互交流以丰富各自的地理知识。进一步扩大学生的词汇量。能正确使用现在 进行时的形式表达将来的计划和安排。 本单元把 Travel Down the Mekong 分成六 部分, 其中三部分作为阅读材料而另三部分作为听力材料。通过本单元的学习使 学生掌握一些重要词汇及词组, 并能够写出自己的旅行日志来提高自己的写作水

平。 1.1 Warming-up 让学生想象去旅游并选择一个地方为题,讨论所需费用,

并决定四种交通方式,使学生了解旅行前的准备及计划。 1.2 Pre-reading 部分的三个问题是通过讨论河流在人民生活中的作用以及

看图回答问题,让学生找到湄公河流域的国家,作为阅读的“热身” 1.3 Reading 是日志的第一部分, 它讲述了王坤和王薇的骑车旅行梦想和计

划, 描述了他们为这次旅游所做的准备,对旅游路线的选定以及他们通过查阅地 图对湄公河情况的了解。 文章用第一人称的方式, 通过对王薇做事的方式的介绍, 让大家了解了她的性格特点,使人倍感亲切,给人留下深刻的印象。日志的第二 部分放在 workbook 中, 主要讲述他们在西藏山中度过的一宿, 以及旅行中的苦 与乐。 1.4 Comprehending 第一题是信息题,通过问答使学生进一步理解课文以训 练学生获取信息的能力。 第二题是理解题, 让学生用自己的话解释课文中的句子。 第三题是推断题,让学生通过主人公的行为来推断他们对旅行的态度。第四、五 题是语言运用题,用以提高学生运用语言的能力。 1.5 Learning about language 分两部分,第一部分是旨在通过三个题型的练

习使学生掌握目标语言。第一题,让学生通过词义来推断正确的词,其实也是训 练学生熟悉英文解释。 第二小题,让学生在理解句意的基础上正确使用所学词或 词组完成句子,训练学生能够灵活应用词和词组。第三题,则训练学生在实际中 灵活运用所学词汇。 而第二部分是语法项目, 即在 Warming-up 中提到的现在进 行时表示将来的用法。第一小题,让学生注意句子中的动词形式,进一步让学生 体会进行时的将来用法。 第二小题,通过补全对话让学生在实际中能够灵活运 用所学语法。第三小题,则让学生在没有规定内容的情况下自由应用,以精通此 语法。 1.6 Using language 部分分成三部分,第一部分是 Reading and discussing,它 旨在让学生阅读 Part 2 A Night in the Mountains 后通过问题的形式来提高学生 的说的能力。 第二部分是 Listening and speaking, 该部分是骑车旅游的第三部分, 它讲述王薇等人在离开老挝首都路上遇到俩女孩时所进行的一段对话, 并通过填 表格的方式检验学生对段落的理解并提高学生的听的能力。 第三部分是 Writing,

该部分要求学生掌握 E-mail 的写作,要求学生围绕旅游话题写一封 E-mail,以 锻炼学生写作能力。 1.7 Summing up 师生共同总结所学的词和短语及语法项目。 1.8 Learning tips 建议学生旅行后写旅行日志,提高写作能力。 2 教材重组 2.1 将 Warming up 和 Pre-reading 作为 Reading 的导入内容,将三者与 Comprehending 整合成一节阅读课。 2.2 将 Learning about Language 及 Using Structures 课。 2.3 将 Using language 中的 Reading and discussing 与 Talking in workbook 设 计成一节听说课。 2.4 将 Using Language 中的 Listening 和 Listening in workbook 设计成一节 听力课。 2.5 将 Writing 和 Writing task 设计成一节写作课。 2.6 将 Reading (Part 6 设计成一节综合课。 3 设计与课时分配(经教材分析,本单元可以用六课时教完) 1st period 2nd period 3rd period 4th period 5th period 6th period 分课时教案 The first Period Reading Teaching goals 教学目标 1.Target language 目标语言 a. 重点词汇和词组 dream about, finally, persuade, stubborn, insist, properly, determined, attitude, change one’s mind, give in. Reading Grammar Speaking Listening Writing Summing up The End of our Journey) in workbook 和 Summing up , 设计成一节词汇及语法

b. 重要句式 Ever since middle school, my sister Wang Wei and I have dreamed about taking a great bike trip. Two years ago she bought an expensive mountain bike and then she persuaded me to buy one. It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends. Although she didn’t know the best way of getting to places, she insisted that she organize the trip properly. She gave me a determined look – the kind that said that she would not change her mind. Once she has made up her mind, nothing can change it. We were both surprised to learn that half of the river is in China. 2.Ability target 能力目标

Enable the students to conclude Wang Wei’s and Wang Kun’s attitude to the trip and then add their own opinion with the target language. 3.Learning ability goals 学能目标 Enable the students to learn how to conclude Wang Wei’s and Wang Kun’s attitudes about trip. Teaching important points 教学重点 To comprehend the text is very important. Get Ss to express their plans and wishes. Help them learn that traveling is a good way to widen one view and add to one knowledge. Teaching difficult points 教学难点 How to grasp the main idea of the text and how to tell the writer’s attitude Teaching methods 教学方法 Talking, discussing, reading Teaching aids: 教学工具 a tape recorder, a projector and a computer

Teaching procedures & ways 教学过程和方法 Step 1 Greeting and leading-in T: Good morning / afternoon. S: Good morning / afternoon, Sir / Madam. T: Boys and girls, Do you like traveling? Ss: Yes. T: Where have you been before? S1: I’ve been to Beijing, and Huangshan. T: How did you find your travel to Beijing? S1: Very interesting. It helped me learn about the history of Beijing. As the capital of our motherland, it is really beautiful. The deepest impression on me is the visit to the Great Wall and the Forbidden City. But it was a pity that time was too short. We had no chance to go sightseeing in other places of interest. S2: I went to Xiameng last year. I think the travel to Xiameng was busy. We visited many places, such as Wuyi Mountain, Putuo Temple, Ningbo and so on. Though we had a good time, in fact, most of the time was spent on trains. That was boring and tiring. I felt a bit sorry. T: It’s a pity. If you had made a proper plan before traveling, your journey would have been much more comfortable and interesting. Do you think so? S2: I agree with you. T: How do you like travel? S3: In my opinion, travel is interesting and helpful. When I travel I can learn a lot. I can enjoy local customs, cultures and beautiful scenery. T: I also think so. Well, after we choose a place to travel, we must choose a kind of transport which kind of transport do you prefer to use: bus or train? Now, please work with your partners and think about the advantages and disadvantages of each form of transport and fill in the chart on page 17. Five minutes later, check the Ss’ answers T: Ok. We’ve weighed the advantages and disadvantages of each form of transport.

Now, imagine that you plan to spend a holiday. Choose a place you want to visit. Think about the fare for different kinds of transport and decide how to get there. You may not know the exact fare, but you can guess how much the fare is. Please have a discussion with your partners and then decide how to get there. Two minutes later, ask a pair of students to report their decisions. T: Since you’ve decided how to get there, I’d like you to talk more about your holidays. Then use these questions on the screen to make a dialogue about your holidays with your partners. Show the screen. 1. Where are you going on holiday? 2. When are you leaving? 3. How are you going to …? 4. How long are you staying in??? 5. When are you arriving in/at? 6. Where are you staying? 7. When are you coming back? Ss are given one minute to practice. Then ask some pairs to act out their conversations Sa: Tom, where are you going on holiday? Sb: I’m going to Laos. Sa: When are you leaving? Sb: Next Sunday. Sa: How are you going to Laos? Sb: I’m taking a plane. Sa: How long are you staying there? Sb: About two weeks. Sa: Great. Have a good trip. Sb: Thanks. Step 2 Pre-reading T: Well done! Do you like traveling along a river, a great river?

Ss: Yes. T: By the way, what role does a river play in people’s life? In other words, how do people who live along a river use it? S1: People use a river to irrigate their fields. S2: People use a river to make electricity. S3: People go swimming in the river in summer. They can float wood down a river. S4: They can travel along a river. T: You are right. As we know the world has many rivers. It even has many great rivers. What makes a river great, in your opinion? S4: A great river is very important. S5: A great river is very large and long Teacher shows a chart with some great rivers in the world Names of River Mekong Rhein Ganges Seine Nile Thames Gongo Niger Volga Danube Amazon Mississippi England Egypt India Central Africa Russia West Africa Brazil US France Germany China, SE Asia Central Europe Location

T: Now please look at the chart. In the left column are names of some great rivers. In the right column are the locations where the rivers lie. Please match them. After Ss complete the chart, Teacher can show the correct answers in another chart.

Then Teacher should ask Ss some more questions about the rivers. T: Does anyone know anything else about the rivers? S6: The Seine River. It locates in France. It’s the mother river of France. S7: I know something about the Nile. It’s the world’s longest river. It flows through Egypt. S8: I have some idea about the Amazon. It’s the world’s largest river. It’s in Brazil. The correct answers: Name of River Mekong Rhein Ganges Seine Nile Thames Congo Niger Volga Danube Amazon Mississippi Location China, SE Asia Germany India France Egypt England Central Africa West Africa Russia Central Europe Brazil US

T: OK, if you could travel down only one of them, which one would you choose, and why? S9: I’d like to travel down the Seine. So I can see much beautiful scenery in Europe. I can enjoy the Eiffel Tower. S10: I’d rather go along the Nile, where I can see many wild animals. I can learn about customs and cultures in Africa. I can also see the great dam, Aswan. T: Do you know the Mekong River? S11: Yes. But I only know it locates in Southeast Asia. T: It doesn’t matter. Now let’s look at the map on Page 18. Will you please find out

the countries that the Mekong River flows through? Ss: China, Vietnam and Laos. Step 3 Reading and comprehending T: Great. Now let’s read a passage about a journey down the Mekong River. Please read the passage and get a main idea of the text. Let’s learn more about the Mekong River. Then I’d like to ask you some questions on the text. Show the questions on the screen. Give the Ss five minutes to read the passage and then check their answers Questions: 1. What was Wang Kun and Wang Wei’s idea of a good trip? 2. Who planned the trip to the Mekong? 3. Where is the source of the Mekong River and which sea does it enter? 4. What can you see when you travel along the Mekong River? 5. What difficulties did Wang Kun and Wang Wei find about their journey? 6. What do you think about Wang Kun and Wang Wei? T: You know Wang Kun and Wang Wei are brother and sister. What was their idea of a good trip? S1: They have dreamed about taking a great bike trip. T: Who planned the trip to the Mekong? S2: Wang Wei. T: What about Question 3? S3 The source of the Mekong River is in Qinghai Province and it enters the South China Sea. T: How about Question 4? S4: We can see a glacier, deep valleys, waterfalls, hills and plains. T: What difficulties did Wang Kun and Wang Wei find about their journey? S5: We know that the travelers had to climb over a Tibetan mountain and pass through

deep valleys. T: You are right. Have you ever thought of traveling by bike? Ss: Yes/no. T: What do you think about Wang Kun and Wang Wei? S6: I think they are energetic and determined. T: Quite right. Now I’d like you to tell Wang Wei’s and Wang Kun’s similar and different attitudes about the trip. You can have a discussion with your partners. And then fill in the chart. By the way, do you know the word ―attitude‖? An attitude is what a person thinks about something. Let’s start. Two minutes is enough. Teacher checks the answers and writes them down on the blackboard while the students are telling their answers. Similar attitudes about the trip Both think Different attitudes about the trip Wang Wei believes

1. taking this trip is a dream that comes 1. they must start in Qinghai where the true. 2. that they will enjoy the trip a lot. 3. they should see a lot of the Mekong. river begins / see all of the Mekong 2. that they don’t need to prepare much. Wang Kun believes

4. that most of the Mekong will be 1. it is too cold and high to start in found in Southeast Asia. Qinghai. 2. that using an atlas is very important. T: Do you agree with them? S: Yes. T: O K. Another question. Who do you think was right about the trip? Why? S: I think Wang Kun was right, because if it is too cold and too high, the trip will be hard. People will have some difficulty in breathing at a high altitude. Wherever we go we need an atlas so that we will not lose our way. Step 4 Explanation During the procedure Teacher will ask Ss to read the text carefully and pay attention to the words in bold in the text and underline the sentences they don’t understand.

Then Teacher will do some explanations, deal with language problems in the text, and at the same time mention Ss to refer to Notes 5 to10 on P 81. Next Teacher plays the tape. T: Well, everyone. Let’s read the text again. Please read carefully and focus our attention on the details and the sentences you don’t understand. Underline the sentences you don’t understand. Please go ahead. Five minutes later. T: Finished? Do you have any problems? S1: Yes. In the sentence ―She insisted that we find the source of the river and begin our journey there.‖ the verb ―insist‖ is used in the past definite tense, while ―find‖ is in the original form of a verb. It seems that they don’t agree with each other. S2: I don’t understand the sentence ―She gave me a determined look – the kind that said she wouldn’t change her mind.‖ What’s the meaning of ―the kind‖? T: O K. let me do some explanations and deal with the difficult language points. 1. insist vt to declare that a purpose can not be changed. In this case the clause is

often used in the so-called subjunctive mood to express one’s strong suggestion. The verb is often used in the form of ―should + do‖ or ―do‖. e.g. I insisted that he should come with us. The teacher insisted that a meeting be held immediately. 2. In the sentence ― the Kind ― means ― the kind of the face‖ 3. dream about to see in a dream

e.g. The soldier often dreamt about home. 4. It was my sister who had the idea … This is an emphatic drill. Its pattern drill goes like this: It is / was + the emphatic part + that/ who + clause. e.g. It is light that travels faster than sound. It was the headmaster who gave us a talk on how to learn a foreign language well. 5. persuade vt to cause sb by reasoning (to do sth )

e.g. The doctor has persuaded him to give up smoking. 6. cycle vi to ride a bike difficult to deal with; not easily giving way to persuasion

7. stubborn adj

e.g. The girl is so stubborn that nobody can persuade her to change her mind. 8. properly adv 9. care about in a suitable manner be interested or be concerned

10. It makes wide bends or meanders through low valleys to the plains where rice grows. In the sentence, make means become. 11. once conj. even for one time, as soon as

e.g. Once you understand this rule you will have no further difficulty. Once you show any fear the dog will attack you. 12. give in to surrender e.g. Liu Hulan would rather die than give in. T: Well, anything else? Ss: No. T: It’s time to do practice. Work in pairs. Imagine that you are Wang Kun and Wang Wei. Choose a paragraph from the passage and use the information to help you make up a dialogue. Two minutes later, I’ll ask a pair of students to act out your dialogue. A sample: Wang Wei: You know, we’ve always wanted to do a long bike trip. Why don’t we go on one after we graduate from college? Wang Kun: That’s a good idea. Where are we going? Wang Wei: Why not cycle along the entire Mekong River from where it begins to where it ends? Wang Kun: Well. We should plan it well. Wang Wei: Let me plan our schedule. I can organize the trip properly. T: Good. Sit down, please. Now it’s time to deal with Exercise 5 on page 19. Compare the following sentences with different stresses and explain the meaning. Following the example.

Two minutes later. T: Now, who’d like to explain the first sentence? Volunteer! S1: I think it says: It’s a surprise to learn that half the river is in China. T: Quite right. Sentence Two? S2: We were both surprised to learn that the Chinese part of the river forms a half of the river. T: Ok. The last sentence. S3: We were both surprised to learn that it is in china that half the river is. T: Good. We can see that different stresses express different meanings of the narrator. Step 5 Summing up and homework T: This class we have grasped the main idea of the text, the usage of some words and phrases. We’ve also learned about traveling. That is: before traveling we should

make good preparations—making a plan, decide the place to visit and get enough information about the place. With full preparations we’ll have a good time during the trip. Here is your homework. Please go over the text after class, and complete the exercise on P 56 in workbook. All right, boys and girls, that’s all for today. 篇章分析: 一 课文图解 Read the text, and then fill in the chart. Journey down the Mekong River Their dream Wang Wei’s suggestion Their preparations Taking a great bike trip Finding the source and beginning there Both of them bought expensive bikes, got their cousins interested in traveling and turned to the atlas in the library Why excited Their journey would begin at an altitude of more than 5ooo meters

The Mekong River

It begins at a glacier on a Tibetan mountain, moves quickly and passes through deep valleys. Half of it is in China. It enters the Southeast Asia. Then it travels slowly through hills and low valleys and plains, at last it enters the South China Sea.

二 课文复述 Retell the text in about 100 words. Notes: 1. Ask Ss to retell the story in the third person; 2. Try to use proper conjunctions; 3. Refer to the chart while retelling 4. The possible version below can be used as a material for both retelling and dictation. One possible version: Wang Kun and his sister dreamed about taking a great bike trip since middle school. After graduation from college, they finally got the chance to make their dream come true. His sister thought of the idea to cycle along the Mekong River. They both bought expensive bikes. They also got their cousins interested in cycling. Wang Wei stuck to the idea that they found the source and began their journey there. When she heard that the source of the Mekong River is in Qinghai Province, she wouldn’t change her mind. She even felt excited when she knew that their journey would begin at an altitude of more than 5,000 meters. Before the trip they found a large atlas in the library. From the atlas they knew clearly about the Mekong River. 三 德育渗透 Life is just a series of trying to make up your mind. 生活是由一系列下决心的努 力所构成的。 Hitch your wagon to a star. 树雄心,立大志。

Success belongs to the persevering. 胜利属于有毅力者。 No success in life merely happens. 人生中没有什么成功是纯粹偶然得来的。

四 文章体裁及写作技巧 This is a travel journal. The author begins with his dream in his childhood and talks about the main topic: a bike trip. In the order of occurrence of events, the author describes their preparations before their journey: thinking of the idea of taking a trip down the Mekong River, buying bikes, getting their cousins interested in bike travel and turning to an atlas in the library for information about the river. The author also shows us a stubborn and determined sister, who always regarded her way as a proper way. That the author describes what has happened and what he experienced as the first person makes the passage real, natural and vivid. His description about his sister shows his love to his sister and arouses readers’ interest to her. 五 中心思想:
The passage tells us a main idea that no success in life merely happens by describing my sister and my dream-taking a bike trip and preparations for the trip. The author also mainly describes Sister’s ―stubborn character‖ , ―always taking her way for a proper way‖ and her being determined.

The Second Period Learning about language Teaching Goals 教学目标 1. Target language 目标语言 a. 词汇 stubborn, determined, persuade, cycle, waterfall, valley, rapids, plain, glacier, canyon b. 语法 the present continuous tense for future use 2. Ability goals 能力目标 Enable the students to master the present continuous tense: expressing futurity. 3. Learning Ability goals 学能目标 Students can use the words freely and express their plans and arrangements in the present continuous tense. Students should do the practice actively and earnestly so

as to fulfill the teaching task the unit sets. Teaching important points 教学重点 The usage of the important words and the present continuous tense for future use Teaching difficult points 教学难点 How to use the words and the present continuous tense for future use Teaching methods 教学方法 Explaining, discussing and practicing Teaching aids 教学工具 A projector and a computer Teaching procedures & ways 教学过程和方法 Step 1 Greeting and Revision Check the Ss’ homework. Let some Ss tell their answers orally and the whole class corrects them if necessary. As for Ex 3 on page 56, the teacher can ask the students to translate them one by one orally. If any of them has any mistakes, the teacher can write down their sentences on the blackboard and ask other students to correct them. T: Hello, boys and girls. S: Hello, sir / madam. T: Isn’t it a fine day, is it? Have you finished your homework? Would you please tell me your answers? Ss: Yes. Check the answers together. Step 2 Learning about language T: Well done! After we read the passage and did the exercise we have learned about the usage of some words and expressions. But to master them more exactly, we should do more practice. Now look at Ex.1 in Part 1 on P 20. You are asked to complete the sentences by finding the correct words and expressions in the reading passage. Please start. Of course you can discuss with your partners. Ss are given two minutes to do it. T: Finished? Will you please tell us your answers?(答案依人教社教参为准) S1: My answers are: 1 persuade 2 determined 3 is fond of 4 care about

5 prefer 6 organized 7 fares… gave in 8 cycle T: Good. We have also learned some new words and expressions. Now let’s do the Ex 2 together. Suggested answers: 1 give in 2 liked…better 3 determined 4 item 5 voyage 6 journal 7

shortcoming 8 make up his mind T: Well done! In the passage we have also learned some geographical terms. Here is a passage on the screen. Can you complete it with some of the following words? Ask one student to do it and the other students watch. If there is any mistake, Teacher can ask Ss to correct it together Answers: glacier, valley, waterfall, rapids, plain, delta.

T: Good. You have mastered these words and expressions. Let’s turn to another subject ―Discovering useful structures‖. In fact, that’s the present continuous tense for future use. Do you remember we have mentioned it in the Warming up? Let’s do more practice to see if we can use it freely. Look at Ex.1. Please find out similar sentences from the reading passage. Underline the verbs in the sentences, pay attention to the verb forms and do some explanations yourselves. Show the sentences on the screen: Where are we going? When we are leaving and when are we coming back? S: We can see that the verbs are all used in the ―-ing‖ form. They express future actions or plans. T: Quite right. Here is another dialogue on page 21. In the dialogue a newspaper reporter is interviewing Wang Wei about her plans for the trip along the Mekong River. However, they are not sure about some of the verb tenses. Can you help them complete their conversation? Give the Ss two minutes to do it. Then ask a pair of Ss to act out this dialogue. Sr: Miss Wang, I hear that you are going to travel along the Mekong River. That’s really exciting. Have you got everything ready? Sw: Almost.

Sr: When are you leaving? Sw: Next Monday. Sr: How far are you cycling each day? Sw It’s hard to say. If the weather is fine, I think we’ll be able to ride 75 km a day. Sr: What about the weather in Qinghai Province? Sw: The weather forecast is not good so we will /are going to take a large parcel of warm clothes with us. Sr: Where are you staying at night? Sw: Usually in our tent, but sometimes in the villages along the river bank. Sr: What happens if you have an accident? Sw: Don’t worry. I had some medical training at my college. Besides, we are taking/will take/have taken out insurance to cover any problems. Sr: Well, it sounds fun. I hope you’ll have a pleasant journey. Thank you for your time. (Sr: Do you think you are coming back here soon? Sw: Oh, we aren’t coming back to this place. We are going home. That’ll be a month later. Sr: Thank you for your time, Miss Wang. Good luck on your journey! Sw: Thank you.) T: Wonderful! You have grasped how to express a plan using the present continuous tense. Do you have any plans for the future yourselves? If any, please use the present continuous tense to express your future actions. You can give as much information as you can. Please go ahead. Three minutes later T: What’s your plan? S4: I am going to the zoo tomorrow morning. In the evening I am watching TV. S5: I am traveling along the Huanghe River next month. I’m staying in my tent for the night. I’m writing a travel journal about the trip. T: Well. Please turn to P 57. Look at exercise one of Using Structures in workbook. Let’s have a competition. Whoever fulfils the exercise first will be the winner. Of

course your answers must be correct. See who is the first to finish it correctly, and praise him or her. Teacher can ask three or four students to tell their answers. Then Teacher decides who the winner is. T: Great! All of them are right. But Li Pin is the first to finish. So the winner is Li Pin. Congratulations! By the way, we can also use ― be going to‖ to express future plans. For example, I’ll go nowhere. I am going to stay home this afternoon. Got it? Step 3 Summing up T: Today we have mastered the usage of some words and some geographical terms. We have also grasped the usage of the present continuous tense for future use. But please pay attention. Not all verbs can be used in the ―-ing‖ form to express future actions. Such verbs as come, go, leave, fly, stay, meet, die , see etc. are mainly used in the ―-ing‖ form to express plans. After class you must remember the words we have learned and practice more about the present continuous tense. Here is your homework. Do Ex 1 and 2 in the Using structures on page 57 -- page 58. You are asked to write your plan for a trip by discussing with your partners. O K. Class is over. You are dismissed. The Third Period Speaking Teaching Goals 教学目标 1. Target Language 目标语言 a. 词汇和短语 shorts b. 重点句子 Our legs felt so heavy and cold. We can hardly wait to see them! 2. Ability Target 能力目标 While improving Ss’ reading ability we train Ss how to describe what they see during their trip so as to improve Ss’ writing ability. 3. Learning Ability 学能目标 altitude as usual make camp

After reading Ss are requested to infer the heroes’ feelings and they can talk freely about trips so as to improve their speaking ability. Teaching important points and difficult points 教学重点和难点 1 How to describe what they see and hear 2 How to infer how the author feelings 3 Make up a dialogue according to a certain situation Teaching methods 教学方法 Reading, speaking and listening Teaching aids 教学工具 a recorder and a projector Teaching procedures & ways 教学过程与方法 Step 1 Greeting and revision Check the homework. Ask some Ss to tell their plans for holidays. Then ask a pair of Ss to act out a conversation about their holiday plans. A possible sample Sa: Hi. Wang Bin. Sb: Hi. Zhang Wei. Sa: Where are you going for your holiday? Sb: I’m going to Shanghai. Sa: Whom are you going with? Sb: My father. Sa: How are you getting there? Sb: By train. I can enjoy the window scenery. Sa: What are doing there? Sb: I am going to the Waitan. I am going to play on the sands. I’m going to see the TV Tower. Sa: Where are you staying? Sb: I’m staying at my Aunt’s. Sa: When are you returning? Sb: A week later.

Sa: Have a good trip! Sb: Thank you. Step 2 Reading T: Wonderful! Homework check is over. Please turn to page 22. Now let go on with the journey down the Mekong with Wang Wei and Wang Kun. They are in Tibet at present. Now please read the passage quickly and quietly and get the main idea of it. Then I’ll ask you the questions on the screen. Show the questions on the screen. 1. What items are Wang Wei and Wang Kun carrying with them? What do you think they will have to leave behind in Dali? What they should take instead? 2. How does Wang Kun feel about the trip now? 3. What do you think has changed his attitude? 4. Is it natural for Wang Kun not to feel lonely? 5. Would you feel the same way in this situation? Why or why not? 6. Do Chinese like to be around with others more than westerners? Three minutes later, Teacher asks Ss those questions. T: Who volunteers to answer the first questions? S1: They are carrying water bottles, cups, coats, gloves, T-shirts, shorts, tent, pillow. I think they should leave cups, gloves, coats behind and take raincoats instead. T: The second? S2: He is starting to enjoy the trip. T: What about the second? S3: Seeing the beautiful land has changed Wang Kun’s attitude. T: Is it natural for Wang Kun not to feel lonely? S4: Yes, We can see that the scene Wang Kun saw is beautiful. The clear sky , the bright stars and the fire accompany him. Besides, their cousins are waiting for him. They will meet soon. So he doesn’t feel lonely. T: What’s your answer to the fourth question? S5: Yes, because beautiful scenery will make people happy. Especially when his best friend are waiting for him somewhere.

T: What’s your opinion about the last one? S6: Yes, Chinese prefer to be around others while Westerners want to spend some time alone. This is because of different cultures. Step 3 Speaking T: Great. Imagine Wang Wei and Wang Kun have a talk the next morning before they leave their camp. Can you make up a short dialogue between them with your partner? Two minutes later, ask two pairs of Ss to act out. S7: Oh, up so early? S8: Early? It’s nearly 9 o’clock! S7: Oops. (Looks at his watch). I guess you’re right. S8: Why were you so tired? S7: Well, I stayed up late last night to watch the stars. S8: That’s nice. They must be pretty. S7: Yes, they were. Another pair. S9: You look tired. S10: Yes, I stayed up the whole night. S9: Really? S10: Yes, I watched the stars and the clear sky. S9: Great! That must be pretty. S10: Yes, they were. Look at the sun and the clouds. S9: How nice! T: Wonderful! Now let’s listen to the tape and do a listening practice. Mark the rising and falling tone of each sense group and sentence. Then practice reading aloud. Let the Ss do the practice for a few minutes. Step 4 Listening and Explanation Listen to the tape and do Ex 3, then do the explanation. T: Now listen to the tape and please finish Ex3 on page 22. Minutes later, T: O K. we have read the passage and understood it. Does anyone have any problem?

S11: Would you please explain the sentence Our legs felt so heavy and cold ? T: It means we were tired and felt very cold. S12: What’s the meaning of We can hardly wait to see them? T: They are eager to see their cousins. T: No other problems? Well, have you noticed that Wang Kun and Wang Wei take many things during their travel? You see they change their clothes in different weather. Now boys and girls, let’s turn to a relaxing topic. If you are helping the cyclists to prepare for their trip down the Mekong, what do you think you need to choose to take? Look at the talking part on P 55. You are asked to circle five that you think are the most useful and then compare your list with your partner. And then tell the reasons. Here are some more items on the blackboard: backpack, cash, first aid kit, boots, suitcases, passports and CD card. Five minutes later, ask two pairs of Ss to act out their dialogues. Sample dialogue: Sa: Well, I’m not sure about some of these things but I think a can/tin opener is not very useful. Sb: Why not? Sa: Just think: cans / tins are heavy to carry on a bike. So no cans means no can / tin opener. Sb: Yes, you’re right. And I’m not sure about the need for an umbrella either. Sa: But certainly it will rain on their trip. So it is useful. Sb:I disagree. How can you hold an umbrella and ride a bike? Sa: Oh yeah, I see what you mean. So they should have raincoats. Sb: Yes, and raincoats are not heavy. Sa: How about the radio? I mean, can we really use it? Sb: Maybe in China they can get the weather report on the radio. Sa: Yes, sure, but most of the trip is not in China. They don’t know the languages. Sb: Right. OK. So we agree that a can / tin opener, umbrella and a radio are useless. Another sample:

Sc: I think a tent and a blanket are the most useful. Sd: I agree, they need them to spend night. And I am sure of the need of a compass. Sc: I don’t think so. As long as they travel down the river, they’ll never lose their way. Sd: Yes, How about a water bottle? Sc: In my opinion, it’s the most useful. They need water all the way. Sd: Right. I am sure they need a map. Sc: Yes. If they have a map, they will know where they are . Sd: Now, a tent, a blanket and a map are the most useful. Step 5 summing up and homework T: OK. Everyone. Today we have read a passage and practiced speaking. We have known what we will take when we take a bike trip. Please go on practice talking about the subject after class. Next class, I will ask some of you to act out your dialogues. This is your homework. Pease do the SPEAKING TASK on page 59 in your Workbook. Imagine that you and three of your classmates run a travel business that gives tours of famous places in or near your hometown. You want to make a poster advertising a tour so that your travel agency can get more business. That’s all for today. Bye. The Forth Period Listening Teaching Goals 教学目标 1. Target language 目标语言 a. 词汇 Thailand, Tibet, Laos, canyons, floods, valleys b. 重点句子 The lakes shone like glass in the moonlight. 2. Ability goals 能力目标 Students can grasp the main idea of the passage and get to know what the author saw and heard. Students can pick out the key words in each paragraph.

3. Learning ability goals 学能目标 Help the students learn how to grasp the main idea during listening through picking out the key words. Teaching important points 教学重点 Listen to the two parts about the journey down the Mekong, and get the main idea and choose the correct answers. Teaching difficult points 教学难点 Work together with partners and describe what the characters see. Teaching methods 教学方法 Listening and discussing Teaching aid 用具准备 A recorder Teaching procedures & ways 教学过程 Step I Revision

Ask some students to talk about which subjects they will take. T: Good Morning / afternoon! Ss: Good morning, Sir / Madam! T: First I’d like to check your homework. I’ll ask you one question: what will you take when you go on a trip? S1: I’ll take a tent, a water bottle, a raincoat and a map. So I can make camp at any place. The raincoat will protect me from rain. T: What about you, Liu Jing? S2: I decide to take a map, a radio, a raincoat and a flashlight. With a map I’ll know where I am and in which direction I should go. The radio will give the latest news and weather report. T: I think so. Step II Listening

Students are asked to read the sentences and then listen to the tape only once to choose the right sentences telling the main idea of the dialogue they hear on the tape. T: Good, our homework check is over. Today let’s go on with the trip down the

Mekong River with Wang Wei. Please open your books at Page 23. Before listening to the tape, please read the sentences fast and as usual try to predict what the listening is about.. Then tick the right sentence. Let’s start. Students can check their answers with their partners. T: Now, we can see a passage in Ex 3. Please look through the passage and find out the listening points. One moment later, I’ll play the tape for the second time. Please listen carefully and pay attention to the important points. You may make notes while listening. Notes-making is helpful for you to remember the important points. After listening twice, check the answers and explain some difficult listening points if necessary. T: What else would you expect Wang Kun and the girl to talk about? Get into pairs and continue the dialogue between them. Use the expressions in the box of Ex 4 to end your conversation. Step III Explanations

T: Do you have any problem? Ss: No. T: OK. I’d like to introduce a sentence to you. “The lakes shone like glass in the moonlight.” This is a common literary device, the simile. A simile is a comparison between two things using “like or “as”. In the sentence the lakes are compared to glass. The reader can imagine a calm, silver-colored lake that resembles glass in a mirror. It is a vivid image using the sense of sight. For example, coal is like black gold. Step IV Asking more questions T: Now, let’s listen to the tape for the third time. Please check your answers again and I’ll ask you more questions on the passage. T: Who stopped to look at them? S1: Children dressed in long wool coats. T: How did they know they were very high in the mountain? S2: Because they cycled through clouds. T: What joke did Wang Wei play on his cousins?

S3: He said his cousins were not strong enough to finish the journey. T: When was the best time to be traveling in Laos? S4: Autumn. T: Is Laos a large country? S5: No. It has the smallest population among the countries in Southeast Asia. Step V Listening T: Let’s go with another listening on Page 55 in workbook. Look at Part 2 in the listening. Please listen to the tape and tick the words you hear on the tape. Let the students check their answers with each other after listening the first. T: Now look at Part Three. There are five questions. You should form the habit of going through the questions and answers to get the important listening points. Yes? Please listen. I’ll play the tape twice. Check the answers together. T: Now, in groups make a list of adjectives to describe the countryside in Laos. Minutes later ask students to tell out their answers. Step VI Assignments T: Boys and girls, today we have listened to two parts of Wang Kun’s journal. I do hope you can listen to the materials again after class so that you can get very familiar with them. Besides, please LISTENING TASK and READING TASK in workbook on page58 as your homework after class. Now class is over. See you. Ss: See you tomorrow, sir / madam. The Fifth Period Writing Teaching Goals 教学目标 1.Target language 目标语言 a. 词汇 record, familiar, topics, afterthought, event 2. Ability goals 能力目标 Enable the students to write a short email and a poster. 3. Learning ability goals 学能目标 Students are requested to know how to write an e-mail and a poster.

Teaching important points and difficult points 教学重点和教学难点 How to write an e-mail and how to give best wishes to somebody. Teaching methods 教学方法 Reading and discussing Teaching aids 教具准备 A recorder, a projector and a computer Teaching procedures & ways 教学过程与方式 Step I Revision

Check the homework. The teacher shows the chart on page58 on the projector. One student will be asked to fill in the information in the chart. The whole class will check the answers together and give correct information. Step II Lead-in T: I’d like to ask you a question. What is the difference between a diary and a travel journal? Perhaps this is a difficult question to you. Let students discuss this question. S: Many people put their thoughts into a diary but others write about their travels in what is called a travel journal. For one thing, a journal isn’t as personal as a diary. For another, a travel journal has a different purpose. In a journal, writers also record their experiences, ideas and afterthoughts about what they have seen. While diary writers try to record how they feel very soon after things happen, journal writers try to better understand what has happened to them much later. Unlike a diary, a travel journal is written for lots of readers. Its topics can be different from a diary, often including people, things, and events less familiar to the readers. T: Very good. In this unit, you have read the first two parts a travel journal. Some of the things described in these travels are real and some are not. By the way, another word for ―afterthoughts‖ is ―reflections‖. The word ―real‖ here refers to things that exist or have happened. So the things that are not real refer to anything that doesn’t exist or hasn’t happened. In other words, the people and events described in this journal are fictitious. Now please make a list of details from the travel journal that you believe are real and make another list of details that you don’t believe are real. Then

compare your lists with those of your classmates. Are you clear? Answer keys 1. Answers will vary since lists will vary in length. Real details include anything about the geography of China and Southeast Asia, and the people who live there. Also, the places the bikers visit are real details. 2. Answers will vary since lists will vary in length. Unreal details include anything about the four bikers and their personal experiences. T: Finished? Now make another list with your partner, keeping only those details

you can agree to. Then I will ask one of you to share your new list with the class. After two minutes, ask one student to write his / her list down on the blackboard. StepIII Writing T: Today let’s do a writing practice. Imagine that you are a friend of Wang Wei. You will write an e-mail to her. You can start your e-mail like the one on page 24. In your e-mail you will ask her to describe how she feels, what she is doing, and some things you want to know about. Finally you wish her well on her journey by using at least two of these expressions on Page 23. Give the students some time to do it. Show on the slide a possible sample My dear brave Wang Kun, How are you these days? How I worry about you and Wang Wei. Are you enjoying your trip? I hope so. What are doing now? Are you in Cambodia yet? When you get to Phnom Penh, tell me about the Buddhist temples there. Please send some photos with your next letter! Well, have fun and don’t forget to write to me! Say ―Hello‖ to Wei for me. Good luck on your journey. Your friend forever, Ju Lin. T: Who is the volunteer to read aloud your e-mail to the class. S: Let me try.

My dear Brave Wang Kun, How I worry about you and Wang Wei. Are you having a good time? Where are you now? Are you still in Laos? Can you tell me something about people’s life there? When are you getting to Vietnam? Please send me some photos with your next letter! Well, have a nice trip and take care. Don’t forget to write to me! Give my best wishes to Wang Wei and your cousins. Good luck on your journey. Your close friend, Li Pin Step IV Practice T: Great! OK, everyone, it’s time to do the Writing task on Page 60. You are asked to write an advertisement that both foreigners and Chinese can read. This is a persuasive writing practice. You must persuade or convince your classmates to use your travel agency with this advertisement. So you must make your advertisement attractive to readers. You must choose words carefully and offer the best services for the reasonable price. Perhaps you should consider in the position of your guests. First think of a name for your travel agency. Then choose a famous place near your hometown and list its attractions. Finally discuss what you need to put into your poster, including the pictures and words with your group members. A sample discussion. S1: I think we can call it “Hope travel”. Hearing it, we can always think of hope. S2: I agree. Our province is full of attractions, such as Wutai Mountain, Heng Mountain. And Shanxi noodles are well known. S3: Yes. We can use beautiful pictures and words. T: I’m glad you’ve had a heated discussion. Now use your ideas to make the poster. Be sure to include all the information that visitors may need, the price and the details of the tour, contact number, etc. A sample has been given on Page 60. Write one carefully. Step V Home work T: After class show your poster to another group. Ask them to give you some advice

on improving it. Revise it and put it on the wall for others to see and value. Class is over. Bye. The Sixth Period Teaching Goals 教学目标 1. Target language 目标语言 a. 重点词汇 Cambodia, Laos, inn, Phnom Penh, Vietnam, Vientiane, Ho Chi Minh City, atlas, delta b. 重点句子: It also had wide streets with trees in rows and old French houses. We went to see a great temple with floors made of silver. 2. Ability goals 能力目标 After learning the text, students are requested to learn more about the customs and landscape in the countries that lie along the Mekong River in Southeast Asia. Students can also do a summary about the unit. 3. Learning Ability 学能目标 Help the students learn how to sum up what they have learned Teaching important points 教学重点 How to sum up what they have learned Teaching methods 教学方法 Listening and fast reading and discussing Teaching aids 教具准备 A recorder, a projector and a computer Teaching procedures & ways 教学过程与方法 Step I Revision Summing up

Check homework. Show some students’ homework on the screen. Let the whole class have a discussion and try to improve it. T: Please look at the screen. Here is an advertisement by Wang Hong. What do you think of it?

With Hope Travel Agency you can Hope Travel Agency offers chances to visit famous places of interest in Shanxi 2 days 2 nights ENJOY Buddhism holy place: Wutai mountain Daojiao Holy place: North Wudang TASTE Shanxi noodles LEARN Jin business culture

BMB 680 Any places you want to go in Shanxi

Ss: Wonderful! T: Do you think if there is anything else to improve? S1: Let me try. I think he should make the ad more attractive. For example, the forms of the characters should be more colorful. T: A good idea. Do you have any other opinion? S2: I think everyone should have his own style. This ad seems to copy the example. T: You are right. Every one should try to have his or her peculiar design, his or her special idea, to make his or her ad more attractive and more beautiful. In this case you will attract more people’s attention. O K. Boys and girls, try to improve your ads after class. We’ll select the best one to show on the classroom wall. Ss: We’ll do our best. T: Attention please! This is our first task in persuasive writing. That is, you will persuade more people to join you in traveling by showing them your ad. It is very helpful after you finish your education and enter the workforce. Practice more after class. Step II Reading

T: OK. Now let’s turn to Page 59. We’ll go on with the journey down the Mekong with Wang Kun and Wang Wei. This is the end of their journey. Please go through the passage quickly and quietly and get a general idea. Then I’ll ask you some questions about it.

Students read the passage for a few minutes. Then the teacher shows the questions on the screen. Questions 1 Do children in Cambodia have a good education? 2 Why did Wang Kun say that he felt lucky? 3 What’s the difference between Vientiane and Phnom Penh? 4 Why did Wang Wei’s cousins make jokes about them? 5 Which country is larger, Cambodia or Vietnam? 6 How many times did the farmer grow a new rice crop? T: (Five minutes later) All right, let’s start our questions. Who is the first to answer Question One? S1: No. Half of the people in the country can’t read or write. T: What about the second one?

S2: He felt lucky to have had a good education. T: What’s your opinion about the third one? S3: Unlike Vientiane, ships could travel the Mekong River in Phnom Penh. T: Can you tell the answer to the fourth one? S4: Because they made jokes about their cousins before. They said their cousins were not strong enough. This time they were not strong enough themselves. T: The fifth One? S5: Vietnam is larger. Vietnam has almost seven times the population of Cambodia. T: How about the last one? S6: Four times. T: Well done. Here is a form for us to complete. Please fill it yourselves. Topic Population The Laos Cambodia Vietnam of Seven times of

smallest Twice

number of people Population of Laos in Southeast Asia Weather Dry and cool in Warm

Cambodia

Warm in the south,

autumn Learning Farming Step III Poor Rice Poor Rice, fishing

cool in the north Poor Rice

Careful reading and explanation

T: Well done. Read the passage for the second time carefully and see if you have any problems. You can underline the sentences you don’t understand. Students read for another three minutes. T: OK. Do you have any problem? S1: The sentence “ We ate an early supper and went to see a great temple with floors made of silver.” What’s the function of “made of silver”?

T: We can say “made of silver” is used to modify “floors” as attribute. We can also say that “ with floors made of silver” is a phrase. The structure is: with + a noun + the past participle / prepositional phrase / the present participle / adj. / adv. etc. Additional examples 1. The children are having a class in the classroom with all the windows broken. 2. The girl arrived at a river with red flowers and green grass on both side of it. 3. They went asleep, with the light on. 4. The old man left, with the door open. T: Do you understand the phrase? S: Yes. T: All right. Since we have understood the whole massage let’s listen to the passage together. Please pay attention to pronunciation and intonation while listening. After listening students should be asked to read the first two paragraphs after the tape. Step IV Summing up and learning tip Summing up Write down what you have learned about traveling custom in local places, landscape, life of the people, how to make preparations for traveling. From this unit you have also learned Useful verbs: cycle, persuade, insist, determine, record Useful nouns: journal, fare,

transportation, altitude, topic, valley, shorts, camp Other expressions: change one’s mind; give in, stubborn, familiar, finally New grammar item: the Present Continuous Tense expressing futurity.

T: Now let’s turn back to the textbook. We have learned the whole unit. We’ll do a summary practice. Let’s go through what we have learned in this unit. Please fill in the chart on Page 24. T: Nice. That’s all what we have learned in this unit. But if you want to know what you really mastered, you can look at Page 61. Here is a form for you to check yourself. Please complete it yourselves after class. You must hand it in before next class. Step V Homework T: Now let’s look at the Learning tip. Look through it. It advises you to write a travel journal when you go on a journey. Please try to do this later. In this unit we have also learned some useful words and expressions. We have also learned the usage of the present continuous tense for future use. Please do more practice after class to grasp them. That’s all for today. Now your homework is the Project on Page 61 in workbook. Do you remember the homework we did last class? We were asked to write a poster. This project is an extension of the writing task. You can do it according to the questions in it by discussing with the same classmates with whom you made a poster. Perhaps this task is a bit difficult. But try your best. Please read the information carefully before you write one brochure. You can do this within a week. OK. Class is over. Good-bye. 附件一 Notes to some difficult language points 1. Sinc e middle school, my sister Wang Wei and I have dreamed about taking a great bike trip. dream (of ) about doming 梦想做某事。 e.g. Tom has been dreaming of becoming a doctor since childhood. The boy dreams about being a superman. 2. It was my sister who first had the idea to cycle along the Mekong River from where

it belongs to where it ends. 首先想到要沿湄公河从源头到终点骑车旅游的是我的 姐姐。 It was …that (who) …是个强调句式, 用来强调句子里的各种成分, 以引起听 者的注意。 e.g. It is the Earth that moves around the Sun. It was what Tom said that made his mother sad. When was it that he told the bad news to his grandfather? 3. Then she persuaded me to buy one. Persuade …to do to succeed in advising sb to do

e.g. The doctor has persuaded Li Pin’s father to give up smoking. The teacher persuaded Tom to join the army. 4. Although she didn’t know the best way of getting to places, she insisted that we find the source of the river and begin our journey there. Insist 后面的从句中经常用虚拟语气,动词由 should 加动词原形构成,其中 的 should 可以省略。 e.g. I insist that he (should) study medicine instead of law. 我坚持要他学医,不 学法律。 Jack insisted that we (should) put our tent on the big rock.. 杰克坚持我们把帐篷 搭在那块大岩石上。 类似的动词还有 determine, order, request, suggest 等 e.g. The headmaster requested that every boy and every girl obey the school rules. 5. She gave me a determined look- the kind that said she wouldn’t change her mind. determined 在句中是个形容词,意为 ―坚定的,坚决的‖ His mother is s determined woman who always gets what she wants. 他母亲是一 个坚定的女人,她总能达到自己的目的。 They were determined to drive the enemy out of their land. 他们决心把敌人赶 出他们的领土。 6. Once she has made up her mind, nothing can change it. Once conj. as soon as ―一旦‖。

e.g. Once you show fear, he will attack you. 你一旦显出害怕,他就会攻击你。 Once you make a promise, you should keep it. 你一旦许诺,就要兑现。 Make up one’s mind to decide 下定决心;拿好主意。如: I haven’t made up my mind yet. 我还没打定主意呢。 He has made up his mind to go into business when he leaves college. 他下决心大 学毕业后经商。 附件二 Taking Your Journal on Vacation I think I must be part gypsy because I love to take trips. My eyes love taking in new

sights, whether it is landscapes, or cultural events, or sometimes even just a new store. Even driving down a new country road makes my heart flutter. Because of this, I take small trips as often as possible. Day trips have become the mainstay of my travels. I drive up to four hours in a direction, stop and visit something, and turn around and come home. The only real cost is gas. Whenever possible, I pack the truck with my tent and sleeping bag, and make it an overnighter. Sometimes, I just go to a county park about 15 miles from home to camp, just to get out. I have found that keeping a journal on a trip or vacation provides some of the richest journaling entries. Maybe it’s because I’ve stepped outside my normal life and have the chance to view my own life from a new vista. Maybe it’s because traveling releases me from whatever ruts I was in at home. Maybe it’s just because I feel more

motivated to write, to capture the feeling and experience of the trip. I often take a day trip on the weekend when my personal life is getting intense. There is something magical for me about literally turning my back on the intense issues at home (or work) and putting some physical distance between me and them. No matter how upset I am, I find that after a few minutes of driving away from home, my focus changes away from my problems to the excitement of the trip. What I find is that when I return, I’m stronger and I have a different perspective on my life. While I may not come home with the solutions to my problems, I arrive feeling refreshed and with new enthusiasm to face them.

Let me share some of my tips and techniques for keeping a travel journal so you can experiment with this on your next trip. This exercise consists of four parts Tips & Tricks for Recording Short Trips When I take a short trip, I bring along my current journal. I write before the first entry that I’m traveling and my destination. This heading creates a sort of visual interruption in the journal, much like the changes in my life from taking a trip. I usually record the mundane details of the trip as part of my journal entries. Starting mileage, ending mileage, and details from each time I may stop for gas. Sometimes I note the time when I reach a visual milestone in the trip, such as a city limits, or passing a mountain, or reaching a highway exit. I find that after a time of driving, I’m ready to reflect on my recent experience. I’ve pulled into a McDonalds many times to get a coke and write a quick journal entry. Typically, these are about what I’ve seen, or what I’m feeling about my journey at this point, or how it feels to be away from home. A ten minute timed writing works

really well here... bring along your kitchen timer if you really want to lose yourself in the writing and yet keep on schedule for your trip. Tips & Tricks for Recording Long Trips On longer trips, I may decide that it is time to start in a new journal. And I generally make many more mundane comments about where I stop to eat, things I see, the times and mileage for just about every milestone of the trip. I have found these details help me to reconnect with what I was feeling at each point along the trip, and let me relive the trip with more clarity. I write more on long trips, but much of it is quick words or phrases quickly scribbled. Because of that, I find I take time to write at least one long entry each day. With the mundane details already in place, I can reflect on my experience in the longer entries, or use this time to jump into a deeper discussion of any topic on my mind. When the trip is more than a few days, or when I experience a significant shift in my awareness or position on things, I find that writing in my journal can become tedious. When that happens, I stop writing except for the mundane details. Then, when I get

home, I will immediately sit down with my tape recorder and dictate my journal entry. I just talk about things as I remember them. No editing, no thoughts about organizing information, just an audio brain dump of the trip. I have several of these tapes in my stereo cabinet, labeled with the trip dates and destination. I have never really transcribed the tapes, although I suppose it could be done. Once I find I’m out of things to say for the tape, my need to journal on the topic is gone. I’m content just to have the information on tape. In fact, I very seldom review these tapes although I frequently reread my journals. Practical Ideas for Keeping a Travel Journal One nice idea I have found is to keep a special travel journal of destinations. This journal has about a page for each place I’ve been. A place could be a trip destination, or just a place I passed or visited along the way. These are the places that I want to tell other people about, or places I want to visit again. For these, I write the destination name at the top of the page, followed by a street address and a phone number when appropriate. If it is a museum or park, I may also list information about its hours. Next is a general description of the place. I may list what I did there, or list things to do next time, or things not to miss. It depends on the place. The last part of the page is detailed directions to this destination. These have been invaluable when I have made return trips to places, or have wanted to tell other people about special places to visit. When possible, I give mileage along roads and may actually draw a map. Depending on my mood and other circumstances, I may take this travel journal with me on the trip, or fill in the information later, after getting home. This journal has a place on honor in my bookshelf next to the travel related books. Suggestions for Keeping Your Travel Journal Fun Here are some suggestions for keeping your travel journals. Pack your journal and pens so they are within reach while you are driving. I keep a basket in the front seat with me that includes my journal, several pens, my camera, any maps I’m bringing, and my wallet.

Don’t write while you are driving. It might seem like I don’t need to say this, but sometimes I am really tempted to try this. It is much safer to pull off the road, even just for a minute, so you can focus on the writing and not put yourself (or anyone else) at risk. Take advantage of little minutes to write. I often start journal entries while waiting in the drive through lanes of fast food restaurants. Or, write when you pull into a gas station, or before you pull out. Focus on the events of the journey. When you head out on any trip, leave your worries and concerns behind you. If you problems are at home, you can also focus

on your destination. Become an observer, noticing the details of the land and scenery around you. Pick up brochures. These are a great way to remember the places you visit, especially ones that you want to include in your special travel journal of destinations. If you have a camera, take pictures along the way. You can insert these into your journal after you get back. I generally paste an envelope on a journal page and insert the pictures in the envelope. That way, they stay with the correct pages, and they are not likely to fall out each time you open the journal. Think about bringing a timer. I generally bring my kitchen timer along so I can do 10 minute timed writings at each stop. This lets me focus on the writing while the clock keeps my on schedule. Read more about this writing technique. Put these guidelines to work the next time you decide to take a day trip or a vacation.

Unit 4 Earthquakes
I. 单元教学目标 Know basic knowledge of earthquakes. Know how to protect oneself and help others in disasters. Write some passages about earthquakes. Write a newspaper outline. Learn to use the Attributive Clause.

II

目标语言

1. Talking about past experiences I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road. 2. Sequence I asked a man standing next to me what had happened. Before he could answer, hundreds of bricks fell on him and he was killed. I thought the end of the world had come! Then I met a man who knew the way to a boat, and we ran in its direction. I saw many frightened cows rush up Market Street and drop into a great crack ground. III 词汇

1. 四会 shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam, useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shel ter,fresh,percent,speech,judge,honor,prepare,Europe. 2.认读 crack, survivor, miner 3. 词组

right away, at an end, dig out, give out, thousands of IV. 语法

The Attributive Clause (I ) 重点句子 Farmers’ wives noticed that the well walls had deep cracks in them. It seemed as if the world was at an end! Bricks covered the ground like red autumn leaves. The army organized teams to dig out those who were trapped and to bury the dead. Workers built shelters for survivors whose homes had been destroyed. 分课时教案 THE FIRST PERIOD READING

Step I. Revision Check the homework with the whole class. Step II. Warming up Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures. T: Today, before we begin our reading, I’d like to ask you a question, ―What is the biggest sound you have heard in your life?‖ S1: The sound of wind that blew in a winter night when I was very young. It sounded like a ghost who was howling. I was very frightened at that time. S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV set. T: That’s too terrible. S3: The noise when planes take off. S4: The sound of trains. T: Good! I agree that all of them are big sound. But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂? Ss: No, we have no chance to hear that. T: If there is a sound like this, what is it? S5: When someone hears something unexpected and terrible. For example, when one of his loved families dies, he will feel this sound. T: Terrific! You are using a literary way to express the sound. S6: When an earthquake happens. T: Great! I have waited for this answer for a long time. Today we’ll learn something about earthquakes. I think most of us have heard of earthquakes. Can you imagine how terrible it is? S7: The earth is shaking . All the buildings will fall down. S8: Many people will die. And perhaps many children will lose their parents. T: Yeah, earthquakes are disasters to everybody. Now look at the two pictures of Tangshan and San Francisco. Can you describe what you see in the pictures? S1: Tangshan is a beautiful city. It has beautiful gardens, broad roads and some

tall buildings. S2: From the picture of San Francisco, I can see that it is a very big city. There

are many tall buildings thickly standing on the earth. I think the population of the city is very large. T: Good! What will happen if there has been a big earthquake in these two cities? Work in pairs and discuss it. Then I’ll ask so me of you to show your opinion. Step III. Pre-reading

There are two questions in this part. Both are very interesting. The first one can more or less reveal the students’ values; while the second one can enlarge their imagination. No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good. T: Now, let’s look at the pictures. What are the predictions of an earthquake? S1: Before an earthquake animals will become nervous. Cows, pigs, horses and dogs will be upset. And people can see mice running about. If the earthquake happens during winter, people can even see snakes. T: Terrific! Where did you get this knowledge? S1: From geography. I like it. T: good. Sit down please. S2: Madam, I don’t know the meaning of the picture with two women. T: It doesn’t matter. You will know it soon after reading our text. OK. Imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be? S3: I’ll take all my money. People can’t live without money. S4: I will take as much water as possible. Because it is said that people can keep alive for nearly 7 days by drinking without any food S5: In that case, I’d rather take some apples, so that besides drinking, I can also eat. S6: I will carry my grandma. She is my most loved person in this world. She brought me up. T: What a dutiful child you are! I’m very glad to hear that. Sit down please! It

seems that all of you know what you should do during an earthquake. OK. Let’s read our text, and see what it tells us. Step IV. Reading

In this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. Ask them to pay attention to the first sentence of each paragraph. This can help them finish exercise3 in Comprehension. It is about the main idea of each paragraph. Then ask them to read the text again carefully to obtain some details. Before reading for the second time, show some questions on the screen, and let the students read the questions first. These questions can guide them to have a good understanding about the text. They can also make preparations for Exs1-2, which are about details. Skimming T: At first I’d like to read the text quickly to get the general idea of the article. While reading, you should pay attention to the sentence of each paragraph. T: Have you got the general idea of the text? Ss: Yes. T: What is it? S1: There is no quick answer to this question. Are you suggesting us that the general idea is the mixture of the first sentences of each paragraph? T: Sure. S1:OK. That’s easy. The main idea of the passage is some signs of the earthquake, and what would happen during the quake. T: Good, sit down please. In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (Teacher writes the word on the blackboard) Do you understand the meaning of the word? Ss: No. T: Sequence means the order of the events. It can tell us which event happens first, and which happens later. Do you know the sequence that is used in our text? S3: Yes. At first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things

that happened after the earthquake. T: Quite right! Now please look at the screen, these are the first sentences of each paragraph. Read them and think if they are the main idea of the text. If necessary, you may make some changes to make more exact. Teacher shows the screen and gives a little time to think it over. 1. Strange things were happening in the countryside in the northeast Hebei. 2. The disaster happened and caused a lot of loss. 3. All hope was not lost.

Careful reading T: Now, it’s time for us to read the text carefully. But before reading, you should read some questions first. These questions may help you get some information quickly and easily. Now look at the screen, and read the questions. Show on the screen 1. What natural signs of a coming disaster were there? 2. Can you think of some reasons why these signs weren’t noticed? 3. What events probably made the disaster worse? 4. What situations probably made the disaster worse? 5. How were the survivors held? Step V. Extension]

Show the questions on the screen. 1. From whose point of view are events described? How do you know? 2. What is the mood of this passage? How is it created? 3. Why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened? 4. Why is the title A NIGHT THE EARTH DIDN’T SLEEP? 5. What does the sentence ―Slowly, the city began to breathe again.‖ mean? Answers: 1. He uses third-person to describe the quake. His description is very objective. For example, the second sentence in the third paragraph. The writer says: ―Everywhere they looked nearly everything was destroyed.‖ The writer uses they

instead of we. 2. The mood is serious and a bit sad. It is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed. 3. Although the writer was not there, he felt sad for the people of Tangshan. He knows that some personal feelings will make the reading more interesting. 4. I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual the night was. 5. Here we can see that the writer compared the city to a person who suffered a lot in the disaster. He felt her pain, and he worried about her. So when he said that people came to help her, we can feel his feelings to the city. The city will not die, she has hope and she can recover from the pain. Step VI Comprehending Answers to Exx1-3 1. 1. C 2. E 3.B 4.D 5.A

2. 1. The walls of the villages wells had cracks in them. 2. Roads got huge cracks 3. Brick buildings were destroyed. 4. The army helped the survivors. 5. Shelters were put up for those with no homes. 1. Strange things were happening in the countryside in northeast Hebei.. 2. The disaster happened and caused a lot of loss. 3. All hope was not lost. Step VII Homework THE SECOND PERIOD READING Step I Revision Teacher check the students’ homework by showing the answers to exercises1-2

in the Learning about language. Answers to Exercise 1. 1. useless 2. nation extreme 7. right away 8. steam 9. shock 10 track 11 rescue 12 ruin 3. a great number of 4. dirt 5. at an end 6.

Step II. Reading and speaking A thank speech The teacher’s main task is to tell students some problems that appeared in their writings. Show the sample on the screen, and ask the students to read it, and find something that are useful. Sample Good morning, Ladies and Gentlemen. My name is Wang Wei. At first, I’d like to thank Mr. Zhang and the city of Tangshan for the honor of talking to you. I’d also like to thank each of you to come here today for this special occasion. Twenty-nine years ago, we experienced the terrible earthquake, which completely destroyed everything in the city. And twenty-nine years later, we get together in this beautiful park. This park makes me believe that we are indeed in the ―Brave City of China‖. Here I’d like to thank all of you, especially those who worked hard to save the survivors. During those days, you forgot the danger and devoted yourselves to digging out those who were trapped in ruins. Burying the dead and building shelters and so on. I’m sure the people in Tangshan will never forget you! When I walk in the broad street, and see the new houses and offices, I can’t help expressing my thanks for those who rebuilt the city within 13 years. Also we can’t forget you. I believe our city become more beautiful in future. The spirit of its people has been and will always be strong forever! Thank you. Two minutes later. T: What do you think of the speech? S1: The speech is very fluent. S2: The writer uses many Attributive Clauses. I don’t know how to use the

structure. T: It doesn’t matter. We’ll learn it next time. Now let’s go through exercise 4,

it’s another writing task. A little talk A model speech has been given to the students. The students should complete the sentences after looking at the design of the new Tangshan stamps. The speeches may have many different contents. Let the students pay attention to this point: the audience is the same with the one In the last speech. T: We can see there are four stamps showing new Tangshan. Can you describe each of them with a few words? S1: Housing conditions for the first stamp. S2: Street scenery of new Tangshan for the second stamp. S3: Industry for the third one. S4: Ocean transport for the last one. An outline Show the questions on the screen. 1. Why is an outline important? 2. What should an outline include? 3. Why is a headline important? 4. What are the steps to finish a newspaper story? 5. What is the feature of a newspaper story? Answers: 1. Because an outline will prepare you to write a better story. 2. A good outline should have a headline, a list of main idea and a list of important details. 3. A headline can tell the reader what the topic is, so it can attract the readers’ attention since the reader may not have bought the newspaper before they read the headline. 4. First, organize the main ideas. Next, put some details into each paragraph. 5. A newspaper story gives the most important news first and the least

important news last. Teacher show more examples of some newspapers on the screen and ask the students to read them and try to find the outlines in the stories. A short story This integrated language activity enables students to use their imaginations and to write in a literary way. You may want to encourage students to use a literary device, such as simile, personification or metaphor. T: Now, please turn to page 62, look at the TALKING part. Read it carefully, and then tell me what the feature of this talking is. Give them two minutes to think about this question. S1: This talking needs us to imagine. S2: We should write it in a literary way. T: Good! You’ve got the point of the talking. In this task, the most important thing you should do is to make full use of your imaginations and try to use a literary way. For example, you may use simile, personification or metaphor. Now, work in groups to write down your own short stories. Attention! The stories are about the cause of earthquakes. After you’ve finished, I’ll ask some of you to read out your work. Group One In the center of the earth lives an evil ghost. He usually sleeps for many years. During these years, people on the earth live a happy life. But when he wakes up, he shall howl. And then people feel an earthquake. Group Two Some people believe that there is a magic world in the center of our earth, where lives a kind of wiser living thing. They can make UFO. When the UFO comes out to visit our world, there is an earthquake. Group There There are too many people on the earth, and people are building too many buildings. Besides, they dig too many and too deep holes. The earth can’t stand. She shakes, and an earthquake happens.

Step III Homework Write an outline for China Daily

The Third Period Grammar
Step I Revision Teacher shows the screen Step II Discovering useful structures T: By now we have reviewed some useful words and sentences. Today’s another important task is to learn the Attributive Clause. There are two kinds of this clause. One is the Restrictive Attributive Clause, which modifies the noun; the other is the Non-Restrictive Clause, which gives extra information, and is written with commas. Teacher shows some sentences on the screen and asks students to translate them one by one. 1. But the one million people of the city, who thought little of these events, went to bed as usual that night. 2. It was heard in Beijing, which is one hundred kilometers away. 3. A huge crack that was eight kilometers long and thirty meters wide cut across houses, roads and canals. 4. The number of people who were killed or injured reached more than 400,000. 5. The army organized teams to dig out those who were trapped and to bury the dead. 6. Workers built shelters for survivors whose homes had been destroyed. Teacher gives more knowledge about the clause to the students. 定语从句 1. 限制性定语从句 大多数定语从句对所修饰词的意思加以限制,表示 ―……的人(或东西)‖,称为 限定性定语从句.如: The man who robbed him has been arrested.

抢劫他的人已经被逮捕了. The girl whom I saw told me to come back today. 我见到的那个姑娘叫我今天来. That’s the best hotel (that) I know. 这是我所知道的最好的旅馆 These are the books (which) you ordered. 这些是你订购的书 这类从句多由关系(a)或关系(b)引导 a. Everyone who (that) knew him liked him. The friend with whom I was traveling spoke French. The car which (that) I hired broke down. b. At the time when I saw him, he was quiet strong. That is the village where I was born. These are the reasons why we do it. 在限定性定语从句中,当关系代词在从句中作宾语时,在绝大多数情况下都 可以省略,特别是口语中,在被修饰的词为 all, everything 等词时尤其如此. Have you got the postcard (which) I sent you? These are the things (that) you need. Anything I can do for you? All you have to do is to fill out this form. That’s the only thing we can do now. You can take any room you like. 2. 非限定性定语从句 对所修饰的词没有限定词义的作用,而是作一些补充说明,通常都有一个逗 号把它和句子的其他部分分开,在译成中文时,这个从句多译成一个并列句.限 定性定语从句去掉以后,句子意思常发生变化,甚至不能成立,而非限定性定语 从句去掉以后对剩下部分没有太大的影响.如: Peter, who had been driving all day, suggested stopping at the next town. This house, for which he paid $150,000, is now worth $300,000. They went to the Royal Theatre, where they saw Ibsen’s Peer Gent.

Sunday is a holiday, when people do not go to work. 应注意的是, 在这类从句中不能省略任何关系副词 why 和关系代词 that, 也不能省略任何关系副词,这类从句主要出现在书面语中. 在书面语中 whose 有时指某样东西.如: His house, whose windows were all broken, was a depressing sight. The car, whose handbrake wasn’t very reliable, began to slide backward. It was an island, whose name I have forgotten.. Exercise 1 Fill in the blanks with who, whose, which and that. 1. The girl ( ) served in the shop were the owner’s daughters. 2. The man ( ) I saw told me to come back today. 3. The girl ( ) spoke is my best friend. 4. The man with ( ) I was traveling didn’t speak English. 5. The man ( ) I saw told me to wait. 6. The girl ( ) I spoke to was a student. 7. The man to ( ) I spoke was a foreigner. 8. The man from ( 9. I know a boy ( ) I bought it told me to read the instructions. ) father is an acrobat.

10. He saw a house ( ) windows were all broken. 11. All the apples ( ) fall are eaten by wild boars. 12. Can you think of anyone ( ) could look after him? 13. This is the best hotel ( )I know. 14. He showed a machine ( 15. You can take any room ( Answers to Exercise 1 1. who 2. whom 3.who 4. whom 5. whom 6. whom 7. whom 8.whom 9.whose 11. that 12. that 13. that 14. whose 15. that Step III Using structures This is advice on how to protect one’s home from an earthquake. The main purpose is to practice the Attributive Clause. This exercise is a kind of procreative activity for students, which can be done only after the students read and understand ) parts are too small to be seen. ) you like.

the passage. So perhaps it is difficult for some students. T: Just now we had a translation exercise and filled some blanks. That’s the basic exercise for the Attributive Clause. Now I’ll give you 5 minutes to read A SAFE HOME, and finish the sentences below the article. Five minutes later, the teacher check the answers.
Step IV Homework

The fourth Period
Step I. Revision Show the exercise on the screen. Fill in the blank with a correct word.

Reading

1. He made another wonderful discovery, _____ was more than we could expect. A. which I think is which is 2. ____ I drove to Zhuhai for the air show last week. ____ Is that the reason _____ you had a few days off? A. why B. who C. what D. where B. which I think it is C. which I think it D. I think

3. In the dark street, there wasn’t a single person _____ she could turn for help. A. that B. who C. from whom D. to whom

4. All of the flowers now raised here have developed from those _____ in the forest. A. once they grew B. they grew once C. that once grew D. once grew

5. I don’t like _____ you speak to her. A. the way B. the way in that C. the way which D. the way of which

6. The weather turned out to be very good, _____ was more than we expected. A. what B. which C. that D. it

7. He paid the boy $10 for washing ten windows; most of _____ hadn’t been cleaned for ten years. A. these B. those C. that D. which

Answers to the exercise 1. A 2. A 3. D. 4.C 5. A 6. B 7.D Step II. Pre-reading

T: At the first period, we learned the earthquake happened in Tangshan. In that article the writer mainly described what happened during the quake. And the descriptions are objective. Now, we will read a story written by America’s most popular writer, Jack London. In the article he expressed his own feeling about the San Francisco quake. His account of the disaster is both factual and literary. You may feel it when you are reading the article. At first I’d like to show you some background of this article. Please look at the screen and read the passage. As luck would have it, at the time of the quake, America’s most famous writer, Jack London just happened to be living near San Francisco. His account of the disaster is both factual and literary, that is he tried to write not only for readers of that time but readers yet to come. London, like most great writers and former journalists, knew a good story when he saw it. He and his wife rode on horseback at a fast gallop from their ranch to the hills overlooking the ―city by the bay.‖ What they saw both horrified and fascinated them. Step III. Reading T: Now that we have known the background of the article, and something about the writer. Let’s read the article carefully, with these questions on the screen. Then you can have a discussion. After that we’ll check them together. Show the questions on the screen 1. Who is the man in the picture? 2. What can we see from the word never in the sentence ―Never before in history has a city been so completely destroyed‖? 3. How many negative words are used in the first paragraph, and what can we know from these words? 4. What’s the feature of the sentences in the first paragraph? 5. What’s the main idea of the second paragraph? 6. What can we learn from the first sentence and the last sentence?

Answers: 1. Maybe he is the writer, Jack London. 2. From the word never, we can feel that the writer was very sad. 3. There are six words. They are never, nothing, gone, no, useless and burst. 4. All the sentences in this paragraph are short ones. 5. Out at sea it was calm. 6. The two sentences give us a contrast. Although the city was destroyed, the people were not nervous or upset. They just did what they should do.
Step IV Homework

The fifth period Summary Step I Revision What have you learned in the listening materials? the reading materials? the writing? Step II Summing up T: What did you learn in the listening materials? S1: We learned some listening steps: before listening, we should know what we’ll listen by reading the exercises first. And while listening, we should try to get the key words and details that appear in the exercises. S2: We learned the ways to talk about past experiences and also the problem of sequence, which appears in the Listening part on page 30. T: What did you learn in the reading materials? S3: We learned some basic knowledge of earthquake and how people have coped with these sudden natural disasters. S4: We learned the ways to describe an event in a literary way. For example, ―Never before in history has a city been completely destroyed. San Francisco is gone. Nothing is left it.‖ and so on. T: What did you learn in the writing? S5: We learned how to write a speech.

S6: We learned how to write a story in a literary way, and an outline. Step III. Writing Give the students 5 minutes to write a poster. Possible Sample Poster Earthquakes are terrible natural disasters. Although we cannot avoid it, we can survive by making preparations. Here are the essential things you should always take during an earthquake. You should take a bottle of water. It can keep you alive for a long time, if you are trapped under the ruins. Take some fruit, in case you are hungry. And also take a torch light and a mobile. These can help you keep in touch with the outside world, and it is easy for rescue workers to find you quickly. Don’t put fresh fruit in the bag as they will go bad quickly and cause problems. Don’t take money, especially don’t go back to take money when the house is shaking. You may be caught in the ruins. Step IV Project This project begins by asking students to review what they have learned about earthquakes and how people have coped with these sudden natural disasters. It then asks them to apply that knowledge by making a checklist of things that should be done before, during and after a quake hits. The functional item of the unit is reviewed as students are discussing and deciding the order of their checklists. It is not necessary or likely that students will number their checklists the same. What matters is whether the sequence is logical or not. Finally, the students must choose one action from the checklist to discuss in more detail. Answers to the PROJECT 1. How to plan for future disaster; 2. How to make new buildings after; 3. How to teach children about earthquake safety;

4. How to rescue those who still trapped in the ruins; 5. How to take care of the survivors 6. How to recognize shelters for survivors; 7. Where to put information for survivors and their families; 8. What to do with the ruins; 9. What to do with the buildings that survived the quake; 10.How to repair buildings that survived the quake; 11.Where to get money to build again; 12.Where to find people to help rebuild; 13.How to honor those killed in the quake; 14.How to honor the rescue workers. Step V. Homework

Unit 5 Nelson Mandela—a modern hero
I. 单元教学目标 技能目标 Goals Talk about great people Express your points of views Use the Attributive Clause with prepositions or the Relative Adverbs: where, when and why Learn to write a passage about a great person II. 目标语言

Who is your hero/heroine? Why do you like him/her so much? Did he/she do anything for others? What are his/ her best qualities? I think ... because ... 功 能 句 式 Good idea! That’s an excellent idea! I agree/don’t agree. I prefer... In my opinion, ... 1.四会词汇 Quality, mean, active, generous, self, selfish, selfless, selflessly, devote, devoted, found, republic, principle, peaceful, mankind, lawyer, guidance, legal, 词 汇 fee, hopeful, youth, league, stage, vote, attack, violence, equal, willing, unfair, African, escape, blanket, educate, educated, beg, relative, terror, cruelty, reward, sentence, anti-anti- black, president, opinion 2.认读词汇 Nelson Mandela, William Tyndale, Bible, invader, nationalism, livelihood, Gandhi, Elias, passbook, Johannesburg, ANC, Robben Island, Transkei 3. 词组 out of work, Youth League as a matter of fact turn to 语 法 The time when I first met Nelson Mandela was a very difficult period of my life. It was in 1952 and Mandela was the black lawyer to whom I went for advice The school where I studied for only two years was three kilometers away. 重 I worried about whether I would become out of work. lose heart come to power set up blow up in trouble

be sentenced to

The Attributive Clause (2) — where, when, why

点 句 子

The last thirty years have seen the greatest number of laws stopping our rights and progress. … Only when did we decide to answer violence with violence. It was dangerous because if I was caught I could be put in prison. ... I knew it would help us achieve our dream of making black and white people equal.

III. 教材分析和教材重组 I. 教材分析 本单元以 Nelson Mandela —— a modern hero 为话题, 目的在于使学生了解一个 伟大的人应具备怎样的品质, 学会表达自己的观点,并用所学的句型来描写一个 伟人。 1.1 Warming Up 利用图表的形式让学生判断一下自己是哪种类型的人, 由此得 出一个伟人应具备怎样的品质。 1.2 Pre-reading 给学生提供了六个名人的图片,要求利用图片下面标注的人物

的重要事迹以及学生对他们的了解,来判断这六个人谁是伟人,谁是重要的人但 不是伟人。 1.3 Reading 介绍 Elias 的生平,向学生展示 Nelson Mandela 是一个怎样的人。 这是一篇记叙文,让学生学会利用时间顺序描述一个人一生的主要活动。 1.4 Comprehending 利用判断正误来整体理解课文。 1.5 Learning about Language 分词汇和语法两部分。其中 Discovery useful words

and expressions 是根据课文语境在运用中掌握词汇,Grammar 是有关关系副词 where, when, why 引导定语从句的用法,并通过练习加以巩固。 1.6 Using Language 分为三部分,一是 Listening,练习听力可配合 P72 的

Listening Task 进行。 二是 Reading,这也是一篇精读文章,更详细地了解曼德拉。 三是 Writing,要求写一封信。注意信的格式。 2. 教材重组 2.1 因本教材重点强调的是阅读能力,故将 Reading, Comprehending, Using

Language 中的 Reading 合在一起设计成一节―阅读课‖(一) (精读课) 。 2.2 从训练目的上看,Warming up, Pre-reading,TALKING, SPEAKING TASK

都是一致的,可将三者结合在一起,设计成一节―口语课‖。 2.3 将 Learning about language, USING STRUCTURES 合在一起,设计成一节 ―语法课‖(既有词汇又有语法) 。 2.4 本教材除强调精读外, 还特别重视泛读,故将 READING TASK 设计成一节 ―阅读课‖(二) (泛读课) ,旨在从整体上理解课文。 2.5 将 Using Language 中的 Listening, LISTENING 和 LISTENING TASK 合 成一节―听力课‖。 2.6 将 Using Language 中的 Writing, WRITING TASK(P75)和 PROJECT 合 成一节―写作课‖。 3. 课型设计与课时分配 (经教材分析,根据学情,本单元可以用六课时教完) 1st period 2nd period 3rd period 4th period 5th period 6th period IV. 分课时教案 The First Period Reading Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 period, advise...on, continue, fee, fare, gold/golden, be worried about, out of work, stage, vote, position, accept, violence, as a matter of fact, blow up, put in prison, equal, make +O +adj., as...imagine, in one way, blankets, degree, allow sb. to do sth., guard, stop...from, educated, come to power, beg for, terror, fear, cruelty, reward, rights, be proud to do/be proud of b. 重点句子 It was in 1952 and Mandela was the black lawyer to whom I went for advice P34 After trying hard, I got a job in a gold mine. P34 He told me how to get the correct papers so I could stay in Johannesburg. P34 Reading Speaking Grammar Extensive Reading Listening Writing

I joined it as soon as I could. P34 The last thirty years have seen the greatest number of laws stopping our rights and progress... P34 We were put in a position in which we had either to accept we were less important, or fight the Government. P34 But I was happy to help because I knew it would help us achieve our dream of making black and white people equal. 2. Ability goals 能力目标 Enable the students to describe a great person with the order of time. 3. Learning goals 学能目标 Help the Ss how to describe a great person. Teaching important points 教学重点 The general idea of the text. Teaching difficult points 教学难点 The characteristic of the writing in this unit. Teaching methods 教学方法 Skimming method. Task-based method. Explaining method. Teaching aids 教具准备 A recorder, a projector and some slides. Teaching procedures and ways 教学过程和方式 Step I Revision Check the homework of Unit 4. Step II Reading Get the students to comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading. Read the passage on page 34 to get the answers to Part 1 and Part 2 of Comprehending. T: So much for the homework of Unit 4. Boys and girls, I’d like to ask you some questions: Who do you admire greatly? Why? P34

Sa: Yao Ming. In my opinion, he is the best basketball player in our country. Sb: Lu Xun. He is a great writer and revolutionary. He wrote many excellent articles. Sc: Newton. He is an English great physicist, mathematician and astronomer. He discovered the law of universal gravitation, developed calculus ( 微 积 分 ) and discovered that white light is composed of every color in the spectrum (光谱). Sd: Chairman Mao. He is the greatest person in my eyes. He led the people of China to get the freedom, build up our own country and make us lead a happy life. T: You are all right. The person whom I admire is a modern hero — Nelson Mandela. He is the former South African president, who realized the dream of making black and white people equal. At the same time, show the picture of him on the slide. T: Let’s come to Unit 5. It is about Nelson Mandela— a modern hero. After learning this lessen you will know him very well. T: Now, first let’s listen to the tape. While listening, pay more attention to the correct pronunciation and try to get the main idea. (Six minutes later) Then read the text again by yourselves to get the answers to Part 1 and Part 2 of Comprehending on Page 35. Three minutes later. T: Let me check your work of Part 1 together. T: Let’s come to Part 2 of Comprehending. Read the text again and try to finish the timeline of Elias’ life. Five minutes later. Suggested answers — 1940 ........He was born. — 1942 ....... He was a two years old baby. — 1944 ....... He was four years old. — 1946 ....... He began school. — 1948 ....... He left school. — 1950 ....... Nelson Mandela opened his law firm. — 1952 ....... He was 12 and met Mandela. — 1954 ....... He was fourteen and encouraged by Mandela.

T: According to the timeline, we can better understand the life of Elias. T: Now please skim the passage fast to obtain a general understanding of the whole passage. While reading, see how many parts the text can be divided into, and give the general idea of each part. Five minutes later. Suggested answers Part I Paragraph 1——2 The Life of Elias’ life before he met Nelson Mandela. Part II Paragraph 3——5 The change of Elias’ life after he met Nelson Mandela and what Mandela did. T: In order to better understand the text, please answer the two following questions Page 37. 1. How the ANC Youth League fights the Government? 2. What can we learn from the text about Nelson Mandela? Three minutes later. T: I will ask a student to answer them. S1: At first, they fight against the government in a peaceful way. But when they failed, they began to use violence. S2: From the text, we can learn the qualities of bravery, persistence, kindness and determination from Mandela. Step III Extensive Reading Get the students to learn more about Nelson Mandela. T: So much for the text. Do you want to know more about Nelson Mandela? Ss: Yes. T: Let’s come to Reading on Page 38: The REST OF ELIAS’ STORY. Please listen to the tape. Three minutes later. T: Please read the text, and do the exercises on Page 38. Five minutes later. T: Let’s check your work. Check the answers with the Ss together.

T: Please skim the text and answer the two questions on the slide. 1. When did Elias lose his job? 2. Dose Elias like his present work? Two minutes later. Ss: 1. In 1973. 2. Yes, he dose. Step IV Explanations of some language points

T: Now let’s deal with some language points. Turn to Page 34. Let’s look at the sentences. The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all. In this sentence, see means be the time when (an event) happens; witness. For example: This year sees the tercentenary of Handel’s birth. (今年是韩德尔诞辰 三百周年) where we have ....is a attributive clause, which is used to modify a stage. For example: This is the old house where my grandfather lived ten years ago. Step V Homework

1. Recite the key sentences in the two texts. 2. Preview Warming up and Pre-reading on Pages 33—34. The Second Period Speaking Teaching goals 教学目标 1.Target language 目标语言 a. 重点词汇和短语 quality, get on well with, be willing to do, be active in, lose heart, in trouble, Bible, fight against/for/with, invader, the German Nazis, republic, principle, nationalism, livelihood, peaceful, prison, determined, generous, confident b. 交际用语 Expressing points of view about great people I think/ don’t think... I’m afraid... Why do you think so? What do you think of?

What’s your opinion? I agree/don’t agree. In my opinion,... I think.... because.... 2. Ability goals 能力目标 Enable the students to tell what a great person is and help the Ss develop a good quality. 3. Learning ability goals 学能目标 Help the students learn how to tell what a great person is. Teaching important points 教学重点 Let the students learn to use the structures of expressing points of view. Teaching difficult points 教学难点 How to tell an important person from a great person. Teaching methods 教学方法 Looking at the diagram and pictures (individuals). Pairs work to discuss (cooperative learning). Teaching aids 教具准备 A computer and a projector. Teaching procedures & ways 教学过程与方式 Step I Revision Check the homework of last class. T: Good morning/afternoon, boys and girls! Please let me check your homework of the last class. I will have a dictation and ask two students to write them down in the blackboard. Now, let’s begin. The teacher speak them in Chinese, the Ss write them down in English. 1. The time when I first met Nelson Mandela was a very difficult period of my life. 2. Mandela had opened a black law firm to advise poor black people on their problems. 3. I was worried about whether I would be out of work. 4. We were put in a position in which we had either to accept we were less important,

or fight the Government. 5. It was very dangerous because if I was caught I could be put in prison for years. 6. I knew it was to realize our dream of making black and white people equal. T: So much for the dictation. Today we’ll have a speaking English class, let’s come to Warming up on Page 33. Step II Warming up Find out what qualities you have. T: Look at the sentences on your book. Please answer the following questions and decide what kind of person you are. Let the Ss discuss it. Five minutes later. T: According to your answers, decide what kind of person you are. Now, according to the questions and answers, can you find out what qualities do the great persons have? Who can answer it? Volunteer! Discussion Sa: As a great person, he/she should help others. Sb: He /she should get on well with others. Sc: He /she never lose heart when he/she is in trouble. Sd: He/she is always active in society activities. Se: He /she should be willing to do public service work without pay. ... T: Now, let’s have a summary. As a great person, he/she should help others, get on well with others, be willing to do public service, be active in society activities and never lose heart when he /she is in great trouble and so on. Step III Pre-reading

T: Now, please look at the screen. Can you recognize who they are? Sa: Yes, they are William Tyndale, Norman Bethune, Sun Yat-sun, Gandi, Nelson Mandela and Neli Armstrong. They are all important people. T: Are they all great people? Sb: No. In my opinion, Neli Armstrong is not a great person. T: Why?

Sb: Because he only landed on the moon, which is not only his work, but the work of many people. T: Any other opinions? Sc: I agree with him. T: Now, let’s discuss in pairs and decide who is a great man. Please give your reasons for your opinions. Five minutes later. T: Who can answer the questions voluntarily? Sa: I think Norman Bethune is a great man. He developed several innovative (革新的) surgical instruments which are still in use today. Norman Bethune is best known in China for his work as a field surgeon with the Eight Route Army from 1937-1939. During this time he invented mobile blood banks to provide blood transfusions to wounded soldiers in the field. Dr. Bethune died on November 12, 1939 in China.

His sacrifice (牺牲) was commemorated by Mao Zedong in his essay "In Memory of Norman Bethune". Bethune’s spirit of service, courage and innovation continues to

inspire Canada-China innovative partnerships today. He is a great internationalist. Sb: I think William Tyndale is a great man. He gave us our English Bible. Forbidden to work in England, Tyndale translated and printed in English the New Testament and half the Old Testament between 1525 and 1535 in Germany and the Low Countries. He worked from the Greek and Hebrew original texts when knowledge of those languages in England was rare. But he was condemned as a heretic, Tyndale was

strangled and burned outside Brussels in 1536. Sc: I think Sun Yat-sen is a great man. He is the great pioneer of Chinese democratic (民主)revolution. Mr. Sun’s original name is Sun Wen and styled himself Yat-sen. When he took part in the revolutionary activities, he was respectfully and widely called Mr. Sun Zhongshan in China. He put forward the famous guiding principle — "driving the invaders out, restoring the sovereignty of China, establishing a republic and equalizing the land ownership‖ and the Three People’s Principle — "nationalism; people’s rights; people’s livelihood". He founded the first Republic in China in 1911 after many years’ fighting.

Sd: In my opinion, Gandi is a great man. He was called "Bapu", meaning "Father"— because he was the father of the Indian nation of the twentieth century. He formed an organization leading the Indians’ struggle for equal rights. He gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way. Gandhi was much more than a clever lawyer, a fine speaker, a determined fighter for human rights and a political leader. He was a model of a different kind of political leader. At the time of his death, Albert Einstein praised him as follows: Future generations, it may be, will hardly believe that such a person as this walked upon this earth. Se: I think Nelson Mandela is a great man. He is the former South African president. In order to make the black people get the freedom, he fought many years and was put in prison for thirty years. He helped the black people to realize the dream of making black and white people equal. Sf: In my view, Neil Armstrong is a great man. Neil Alden Armstrong is the first man to walk on the moon. As spacecraft commander for Apollo XI, the first manned lunar landing mission, Armstrong was the first man to walk on the Moon. "That’s one small step for a man, one giant leap for mankind." With these historic words, man’s dream of the ages was fulfilled. T: According to what you said just now, I think all the people on our book are great people. Step III Talking

Talk about your hero/ heroine. T: Let’s come to Page 69. Please look at the four pictures and answer the following questions, you can talk about each other in pairs. Who is your hero/heroine? Why do you like him/her so much? Did he/she do anything for others? What are his/her best qualities? Five minutes later. T: OK, I’ll ask fours students to speak. Sa: Marie Curie is my heroine. She is a famous chemist and physicist and the first

person to won two Nobel Prizes for her work on radioactivity and her discovery of polonium and radium. I like her b

更多相关文档:

人教版 高中英语必修1全套教案 全册教学设计含教学反思

人教版 高中英语必修1全套教案 全册教学设计含教学反思_英语_高中教育_教育专区。Unit 1 Friendship (1) 课题:Friendship (2) 教材分析与学生分析: 本单元的中心...

人教版高中英语必修1教案Unit_图文

人教版高中英语必修1教案Unit_英语_高中教育_教育专区。人教版高中英语必修 1 教案 Unit 4 Earthquakes Unit 4 教学设计 (1) 课题:Earthquakes (2) 教材分析与...

人教版高中英语必修1全册~5全册教案_图文

新课标高中英语 1(必修)教学设计与案例 Unit 1 (1) 课题:Friendship (2) 教材分析与学生分析: 本单元的中心话题是“友谊” ,几乎所有的内容都是围绕这一中 ...

新课标人教版高中英语必修1至5全套教案汇编(共五册)

新课标人教版高中英语必修 1 至 5 全套教案汇编 高中英语必修 1 全册教案 ...Unit 3 Going Places(说课稿) 高一上 教学内容分析本单元的中心话题是“旅游”...

人教版高中英语必修1全册~5全册免费精品教案

新课标高中英语 1(必修)教学设计与案例 Unit 1 (1) 课题:Friendship (2) 教材分析与学生分析: 本单元的中心话题是“友谊” ,几乎所有的内容都是围绕这一中 心...

【超全精美教案】最新人教版新课标高中英语必修1全套教...

【超精美教案】最新人教版新课标高中英语必修1全套教案(63页)_英语_高中教育...Unit 1 Friendship (1) 课题:Friendship (2) 教材分析与学生分析: 本单元的...

人教版高中英语必修1精品教案Unit 1 Friendship

人教版高中英语必修1精品教案Unit 1 Friendship_高一英语_英语_高中教育_教育专区...一、直接引语变成间接引语,句子结构的变化 1.陈述句 陈述句 用连词 that 引导...

人教版高中英语必修全套教学设计

人教版高中英语必修全套教学设计_教学案例/设计_教学研究_教育专区。教案,小学...人教版英语必修 3 Unit1-5 全套教案 Unit 1 Festivals around the world ...

人教版高中英语必修1精品教案Unit_4_Earthquakes_图文

人教版高中英语必修1精品教案Unit_4_Earthquakes_英语_高中教育_教育专区。Unit ...1.Knowledge: (1)Words: crack,burst,ruin,injure,destroy,shock,last 的具体...

2016人教版高中英语必修1Unit 1 教案3_图文

2016人教版高中英语必修1Unit 1 教案3_英语_高中教育_教育专区。Unit 1 Friendship 教材分析 I.教学内容分析 “友谊”自古就是人们的永恒话题之一,本单元的中心...
更多相关标签:
人教版历史必修一教案 | 人教版地理必修二教案 | 人教版化学必修一教案 | 人教版化学必修二教案 | 人教版地理必修一教案 | 人教版历史必修二教案 | 人教版历史必修三教案 | 人教版英语必修三教案 |
网站地图

文档资料共享网 nexoncn.com copyright ©right 2010-2020。
文档资料共享网内容来自网络,如有侵犯请联系客服。email:zhit325@126.com