桑达尔.皮查伊年薪:人教版高中高一英语上册全册教案下载1（还有2哦）

Unit 1 Good Friends
Teaching objectives and demands:
The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.
Ask the students to describe a good friend and give examples of situations where friends have helped them. Use the activity as a brainstorming session done either in groups or with the whole class.
Language use: Manipulate listening, speaking practice
Key points:
1. Everyday English for communication.
2. Words and useful expressions
The First Period
Step 1. Warming up
Students are asked to describe themselves and a friend. You can use these questions in at least two different ways. One alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. A second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described. As with the first part, the objective is to elicit student language and get the students to think about friends and friendship.
Which words can be used to describe the characteristic?
Brave: courage fearless heroic
Scared : astonish  fearful  frightened  horrified  shocked terrified timid
Loyal: devoted  faithful
Wise: bright   clever  cute  gifted  intelligent  smart   well-learned    witty
Foolish: silly  stupid
Beautiful: attractive  breath-taking  charming cool cute  elegant  eye-catching good-looking
graceful   inviting  lovely   neat  pretty   splendid  stunning
Rich:   wealthy   plentiful
Funning:  amusing   humorous
Happy:  carefree   cheerful contented  delighted  glad  high  merry  pleased
Unhappy: bitter blue discouraged  displeased heavy  miserable  sad  upset
Step 2. Listening
The students will hear friends discuss common problems that may occur in a friendship. The students are asked to identify the problems and suggest solutions. Tell the students that friends sometimes have problems and that it is important to know how to solve the problems. The students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. It may be necessary to divide the task into two parts; first the students write down the problems as they listen to the tape, and then they discuss possible solutions. The students can also listen to one situation at a time and discuss solutions with the whole class.
Key
1.Peter is often late for football practice. I think that he should try to be on time in the future.
2.Mary usually borrows things without asking and she doesn’t return things on time. She should ask the owner is she wants to borrow something and try to return it on time in the future.
3.Adam borrowed John’s CD player yesterday and now it is broken. Adam can ask his uncle to fix it.
Extension  the students are asked to think of other situations/problems involving friends and role-play or discuss the issues. You may also ask the students to list or discuss what methods are most effective when you want to solve problems in a friendship.
Workbook P85
Listening
Students will hear about problems friends may have and what can be done to solve such problems. The students are asked to write down the solutions mentioned on the tape and to think of other solutions.  Ask the students to listen to the tape and write down the solutions suggested by the speaker. You can help the students prepare by first asking them to think about problems they may have had with their friends. The solutions mentioned on the tape are simple and general. Encourage the students to think of better, more specific solutions. What would they do if they had a quarrel with a friend? How do they talk to their friends about difficult things? How do they keep secrets from becoming rumors?
Listening text   Everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. A common problem between friends is that they don’t know how to talk to each other about difficult things. When they do talk, they often get mad with each other. What can they do? Well, it takes time to learn how to communicate well, and it is important to understand why a friend gets angry with you when you say something. If you know what it is that makes your friend angry, then you can try to talk about the problem in a different way.
Another problem that many friends have to deal with is what to do after one of them gets angry or upset. If friends get angry with each other and say something bad because they are angry, they often find it difficult to apologize after the quarrel. The best way to apologize after a quarrel is simply to start by telling each other that you are sorry and then go from there. A simple apology is often enough and is a good starting point. What about friends who can’t keep a secret? Sometimes it seems impossible to keep a secret from becoming a rumour that everyone knows. Shouldn’t a good friend be able to keep a secret? Perhaps, but it is not always that easy to keep a secret, and telling a secret to someone will often put them in a difficult situation — they may have to lie to other friends to keep the secret. The best way to make sure that a secret doesn’t become a rumor is simply to keep it to yourself — don’t tell anyone.
Answers to Exercise 1
Problem: Friends get angry with each other when they try to talk about something difficult.
Solution: Try to understand your friend/Try to talk about the problem in a different way.
Problem: Friends don’t know how to apologize.
Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.
Problem: Some friends don’t know how to keep secrets.
Solution: Keep your secrets to yourself.
Step 3 Speaking
The students will use the information about the people on SB page 2 to talk about likes and dislikes and to practice giving reasons for their opinions. Tell the students to work in pairs. Ask the students to complete the chart on page SB page 3 and then use the answers to talk about who could be friends and what they like or dislike. Ask each pair to decide who could be friends and give reasons for their decisions. When they have made their decision, ask them to compare and debate their ideas with other pairs. Encourage different answers, including strange ones.
P3  work in pairs
Name
John
Steve
Peter
Ann
Sarah
Joe
Age
15
14
15
16
14
Gender
boy
boy
boy
girl
girl
boy
Likes
football/ reading
singing skiing reading
rock music computer singing
computers rock music dancing
reading novels football singing
rock music skiing surfing the Internet
Dislikes
singing rock music computer
hiking football rock music
football classical music dancing
hiking classical music reading
rock music dancing computers
football hiking
Extension  The students  are asked to make a list of famous people or people they know. The students then use the list to identify likes and dislikes and characteristics and try to determine who could be friends.
Step 4. Talking  Workbook P85
The students are given role cards based on three situations where friends are having problems. They are asked to act out the situations with the “useful expressions”. They are also asked to think of a fourth situation, prepare role cards for it, and act it out. Let the students role-play in pairs. Remind them that they should not write down a dialogue and then simply read the dialogue. Instead, they should try to act out the situation without rehearsing it. If they find it difficult to get started, you can let them prepare by practising part of a situation. You can also help by modeling part of a situation.
Extension  Friends often help each other. Ask the students to work in pairs and list examples of situations where friends can help each other. The students can then write role cards for the situations and act out in pairs.
Step 5. Homework
(1) Finish off the exercises of  Unit1 in the workbook.
(2) Revise the key points of this unit.
(3)List the friend they get to know in class and write down some thing they want to know.
Evaluation of teaching:
The Second Period
Teaching objectives
1.    Develop the students’ comprehension of explorative passages, especially their ability of analyzing the structure of such kind of articles.
Offer the students chances of self-culture by working in groups and seeking information about the film out-
side the class.
3.    Infuse the students with basic knowledge about the friend and friendship
4. Learn some words and useful expressions from the text.
Teaching Approach
1.Communicative Approach should be used throughout the class. Stress should be laid on:
2.Learner-centeredness; learning-centeredness
3.Task-based learning
4.Activity-based teaching (class work; individual work; group work)
Teaching type: Reading comprehension
Teaching Procedure
Step 1. Report in class  A student is asked to report something interesting he or she picks up from newspaper or magazines.
Step 2.Review and check  Ss have a word dictation and check their homework in workbook
Exercise 2  Suggested sample sentences
1) My friend Alan is brave. He once saved the life of a little girl who had fallen into a lake.
2) My friend Bob is loyal. He wouldn’t talk to Charles whom I don’t like at all.
3) My friend David is wise. He always gives me the best advice.
4) My friend George is a handsome boy, but he doesn’t like to study and always dreams of becoming a model.
5) My friend Harry is a smart student. He always asks good questions in class.
Step 3 Pre-reading   Ss are asked to listen to the tape and find the things they are using or talking about.
Practising  on P87  vocabulary
1  “The books are too heavy! I think it’s going to break.”
2  “Oh no! I forgot where I put it! I have written down all the important phone numbers.”
3  “Yum! You have bought it at last. We can have fried fish for dinner. Mmm … I can’t wait to put this fish in it. ”
4  “Hands up! Don’t move or I’ll shoot. Give me all your money!”
5  “Ooooh! I look very nice in this new dress!!!”
6  A: I think we’re lost. What should we do now?     B: Don’t worry. I have it here and I know how to use it.
7  “Ouch! I hit myself with it.”
8  A: Hurry up! It’s so dark here. I can’t see anything.
9  “It is shaking badly. Am I going to die? Help! … Oh, thank God!”
10 “I feel sad when it comes to the part in which the two friends become enemies.”
Answers 1 rope  2 notebook  3 pan   4 gun   5 mirror  6 compass  7 hammer   8 match  9 airplane   10 movie
Get the students to think about what it would be like to be alone on a deserted island. The activity is not direct linked to a reading strategy or a structure in the reading, but is intended to be used as a preliminary activity related to the previous parts of the unit. The pre-reading exercise also gives the students an opportunity to practise giving opinions and making decisions.
Explain the situation to the students and give them time to think about what they would bring. The activity should generate different choices and opinions, thus making it a good opportunity for discussion. Tell the students to work in groups. Ask them to describe the usefulness of each item in the box and then decide on the three most useful ones. Make sure that each group member gets an opportunity to speak. Encourage the students to use the structures I think… because…/ I could use it to…/ it could be used to …/ …would be more important than … because … Ask one student from each group to write their answers on the blackboard. Compare answers from different groups and have a short discussion.  e.g. 1.I think a knife would be the most useful item, because I could use it to kill animals and cut the meat. It could also be used to cut wood. 2.I also think a box of matches would be useful because I could use the matches to make fire. If I had a fire, I could cook food, stay warm and keep wild animals away. More importantly, if someone saw the fire, they would come and save me. 3.I think a book would be more useful than a radio, because you don’t need batteries to read. And when I read, I would learn about life and the world and forget my loneliness.
Extension 1: Ask the students to think about how the things could help them in other situations, for example, if they were lost in a desert or a forest. Extension 2: Let the students talk about how they would feel in an extreme situation. How would they feel if they were alone on a deserted island? (angry, desperate, lonely, hungry, worried, hopeful, happy, afraid etc.) What would they do to try to overcome these feelings? Extension 3: Ask the students if they have read books or seen movies about island life, for example, Robinson Crusoe, Cast Away, Six days and Seven Nights, etc. How did the main characters survive? How were they rescued? Extension 4 After the discussion, you can ask the students to consider the similarities and differences between spiritual and materialistic needs, i.e. the things we need and the social interaction we need.
Step 4 Reading Listen to tape and finish the following items
CHUCK’S FFRIEND
Background information on the reading :The film Cast Away, starring Tom Hanks, depicts a man’s struggle with solitude and his journey towards self-knowledge. The film shows us how Chuck, a busy manager who never has “enough time,” ends up on an island with nothing but time. He manages to survive on the island and he realizes the importance of friends and friendship. The text, summarized below, describes his experience and the lessons he learns from his unusual friend, a volleyball he calls Wilson.
Guess the meaning of a word or phrase in the text, tell them to mark the word or phrase. Ask the students to list words or phrases that they don’t know. Explain important ones if necessary, but try offering more context of certain words until the students can guess the meaning. Don’t spend too much time going through the new words.
Suggestion for teaching some of the vocabulary of the reading text:
Item
Strategy
What it means
What is the text about?
CLUES
The picture shows a man who lives like a wild man, alone. He has to take care of himself. The title says that the text is about Chuck’s friend.
What is the text about?
WORLD KNOWLEDGE
If I look at the picture and read the story, I may recall other stories about a man living alone on an island, e.g. Robinson Crusoe. In those stories, the man has to learn to find water and food and take care of himself.
What kind of words will be used?
GENRE
The reading passage is a sort of film review, so I can guess the text will use words about stories, characters, acting and perhaps unusual things that do not exist in the real world.
Cast Away
CLUES Form) + SKIP + CLUES (Context) +LOOK UP
The words are in italics, so I know that it must be the name of a film or a book. I can probably skip the word and look it up in the dictionary later. If I read the text I will learn that the film is about a man who has to live alone on an island, away from his friends, because of an accident, so I can guess that “Cast Away” refers to the man in the story and his situation. The dictionary says to be left alone on an island after your ship has sunk.
play
GENRE +
CONTEXT
Tom Hanks is a famous actor. He “plays” a man named Chuck Noland in the film Cast Away. I can guess that plays means acts.
survive
CONTEXT +WORLDKNOWLEDGE
When airplanes crash (fall down), most people die. If, like Chuck, they don’t die, they go on living, so I can guess that to survive means to go on living.
deserted
CONTEXT
The text tells me that Chuck lands on a deserted island. The text also tells me that there are no people on the island, so I can guess that a deserted place means a place where there are no people.
challenge
CONTEXT
The text tells me that there are different challenges in Chuck’s life — he has to collect water, hunt for food, and learn to survive without friends. I can guess that a challenge is something difficult that you have to do.
share
CONTEXT +
LOOKUP
I know that I like to talk to my friends when I am happy or sad. If I am sad, talking to a friend makes me feel better. I can guess that “to share” happiness or sorrow means something like “tell others about how I feel” or “make others understand how I feel”. The dictionary says that share means to have the same interest or feeling as someone else.
unusual
FORM
I know that usual means “something that happens all the time” or “normal.” If I know that the prefix “un-“ means not, I can guess that unusual means not normal or strange.
such as
CONTEXT
A lucky pen and a diary are examples of favourite objects, so I can guess that such as means for example or “like.”
Summary     Ask them to look at the picture and ask one student to point to the picture and retell the main idea of the text.
1    Chuck Noland, a successful businessman, lands on a deserted island after a plane crash.
2    Chuck has to learn basic survival skills on the island. In order to cope with his loneliness, Chuck develops a friendship with a volleyball he calls Wilson.
3   Five years’ life on the island teaches Chuck the importance of having friends and being a good friend. Wilson may just be a volleyball, but their friendship is real and in some ways better than Chuck’s friendships in the past.
4   Human friends and unusual friends are important in our life. Friends and friendship help us understand who we are and how we should behave.
Step 5 Post-reading  Exx on Page 4    Ask the students to answer questions about the story. e.g. How can a volleyball become Chuck’s friend? What does Chuck learn about himself when he is alone on the island?
Suggested answers to the questions
1  He has to learn how to collect water, hunt for food, and make fire. More importantly, he has to learn to live without friends.
2  He has learnt a lot about himself when he is alone on the island. For example, he has come to realize that friendship is important in his life, that he hasn’t been a good friend, and that he should care more about his friends. (The students may also use present tense, e.g. He learns a lot about himself. He realizes that…)
3  Open for discussion. The students can list basic survival skills.
Let the students discuss the question in groups. The question can be discussed in the form of a role-play where each student represents one of the four people and has to persuade the others that he or she should be given the parachute.
5.Have a short discussion about one or more ideas in the text:
1 ) What can we do to be good friends even if we are very busy?
2 ) Does a successful man or woman need friends?
3 ) The text talks about “giving” and “taking.” How do friends give and take?
4 ) What do friends teach us?
5 ) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?
Step 6 Language study   Key to “Word study”:
1 honest,   2 classical     3 sorrow/unhappiness   4 argue/quarrel/disagree  5 loyal/good/true
6 hunt for  7 fond of/interested in  8 brave/fearless  9 in order to/ so as to   10 smart
Student-centered vocabulary learning:
It is very important for students to make their own choices and decisions about what they learn. You can help your students by letting them practise making such choices and decisions.
Give the students a few minutes to make a list of words and expressions from the text that they want to learn. The list should not be too long.
Ask the students to show their list to a partner and explain why they chose these words or expressions.
There are many ways to help the students deal with new words. Begin by letting the students try on their own. If the students can discover the meaning of new words themselves—either by using clues, pair work, or group discussion they are more likely to develop a better understanding of the word. More importantly, the process will help them develop strategies and skills that they can use when they encounter new words. The teacher is responsible for providing guidance and assistance. Give the students time, help as little as possible and in a gradual way. Try to model and encourage positive behaviour—the best way to help is to provide clues and examples. If you “explain” the word or simply translate it, you are not giving the students an opportunity to learn.
1  Encourage the students to try different ways to fix the words in their minds.
2  Some words may have different meanings. You can help the students decide which meaning fits the context.
Unit 1 背景材料：Cast Away 荒岛余生
汤姆·汉克斯曾以《费城故事》和《阿甘正传》连续两度获奥斯卡最佳男演员奖殊荣，为自己和别人树立了两座高不可攀的丰碑。经历了一段时间的低潮后，他又再度与赞米基斯（《阿甘正传》的导演）合作，凭借《荒岛余生》一片获得第七十三届奥斯卡最佳男演员奖提名。可惜的是，此奖颁给了罗素·克罗（《角斗士》）。据说，奥斯卡评委们是不会让同一个人在十年之内三度称帝的。但汤姆·汉克斯的演技可以说无可挑剔。为演好此角，他甚至将体重减少了几十斤。如果你有兴趣，可以找来此片一睹被遗弃荒岛前后判若两人的汤姆·汉克斯的模样。
Chuck Noland, who lives in Memphis, is an operation manager at FedEx, an express mailing company. He is hardworking and particularly time-conscious.1 He believes that time is everything: cosmos,2 fortune and misfortune; time is also capable of doing everything, creating and destroying human beings. He has a girlfriend named Kelly Frears, who works at a chemical lab. They love each other very much, though Chuck travels a lot and rarely stays at home. It is Christmas season now. Chuck gets back home and Kelly is very happy to see him. However Chuck is so tired after his business trip to Russia, he is fast asleep when Kelly turns off TV and is about to go to bed.
On Christmas Eve, Chuck, Kelly and his family are having dinner when Chuck's pager3 rings. Another assignment comes. Kelly does not like to see Chuck leave as it is Christmas time now. But Chuck has to go and promises to be back on New Year's Eve. Seeing Chuck off at the airport, Kelly gives him an old watch, inherited from her grandfather, with her photo in it. Chuck is moved and tells Kelly that he will hold on to it for the rest of his life. Then he gives Kelly a small pretty box, saying that this is something special for her and she shall open it on New Year's Eve.
On the way to his destination, the plane Chuck is flying on crashes in the sea due to a heavy storm and a mechanical failure. Fortunately Chuck survives and climbs onto a lifeboat4 after the crash. He still manages to get hold of the watch Kelly gives him.
It rains heavily. Chuck's boat is pushed ashore by waves and lands on a small island the next day. Now the two things he has, Kelly's watch and the pager, are his only possessions. He does not know where he is. There is nobody, not even animals. Chuck writes HELP on the beach with tree trunks. That night Chuck hears strange sound coming from the nearby trees. In the following days, hungry and thirsty, he collects FedEx parcels pushed ashore by waves. Suddenly he hears the strange sound again. He is terrified but then surprised to find the sound is from fallen coconuts.5 The struggle of opening them starts. After trying different ways for a long time, he finally is able to taste his first fruit of success.
One day, climbing onto the top of the mountain on the island, Chuck finds that it is a small and uninhabited island. All of a sudden he spots a man's body near the beach. It is one of the crew.6 Chuck pulls it ashore. With a mixed feeling of fear and sympathy, he hesitantly takes off the man's shoes and flashlight before burying him.
One night in the darkness, he finds a light from afar. It must be a ship. Chuck is very excited and he uses his flashlight for SOS signal. But it is of no use. The light is too weak to be noticed by people on the ship. The following day, Chuck tries to row the lifeboat to the ship. However, big waves turn his lifeboat upside down， and to make things worse, he is injured on the leg. That night there is a heavy thunderstorm. Chuck has to hide himself in a cave. He forgets to turn off the flashlight and the battery runs off.
As the hope of being saved is getting less and less, he faces challenges of survival. An idea strikes his mind, and he opens every and each parcel. Videotapes are thrown away and so are important commercial contracts and documents. A pair of skating shoes, a nightgown,7 and a volleyball are kept. The blades8 are used as knives for cutting, and the nightgown as fishing net. As for the volleyball, Chuck uses his blood to draw a man's face on it and names it "Wilson" who gives him spiritual comfort. He begins to talk to the "man" he has created and Wilson has become his company.
Next he has to start a fire. Without fire, he has not had any food or hot water for days except eating live fish and drinking rainwater and coconut juice. He gets some wood and works on it for a long time. He almost loses his hope until he discovers that air is important to start a fire. He drills the wood in the middle with a stick while blowing some air in between the two pieces. When a fire is finally made, Chuck sings and dances like a tribesman,9 happy for the first time after landing on the island. He has his first meal, a cooked crab.
Four years later, Chuck becomes an experienced primitive man. He still keeps his girlfriend's photo in his cave. Beside the photo, there stands another companion of his for those lonely years—Wilson. Chuck is so used to talking to Wilson, the volleyball, that he regards as his best friend. Once he throws away Wilson in anger and despair but only finds himself more lonely and desperate. So he searches for it and is very excited to get it back. Then he paints Wilson's face with his blood again so that Wilson has a new face.
One day, he finds a part of the plane on the shore, which gives him an idea. He cuts down the biggest tree on the island and makes it into a man's sculpture. He pulls it up to the highest point of the island and erects it there. Then he plans to build a raft and starts working on it.
Chuck at last completes his grandiose10 project and begins to row towards sea with his dear friend Wilson. At the moment of leaving his island on which he has lived for four years, a sense of sadness overwhelms11 him. He has somehow a special attachment to the island, feeling like leaving his sweet home.
On the journey to get back to the human world, he experiences dangers of sharks, thunderstorms, and despair of losing his best and only friend Wilson who accompanies him for the past terrible years. How many days have passed, he has no idea. One day, a large ship passes by and Chuck is finally saved.
However, his return is not a happy one. Kelly is married and has a daughter. She is so confused and lost about his return that it is hard for her to accept a man who has been “dead” for four years. Besides, her husband tries to convince her that not to see Chuck is in everyone's interest.
One rainy evening, Chuck cannot resist any longer the desire to see Kelly again. He goes to Kelly's in a taxi and knocks on her door. When Kelly shows him their car they used to drive, which she kept for all those years along with all their sweet memories, they are getting so emotional that they kiss each other. But Chuck cools down and asks Kelly to go back home.
Now Chuck comes back to his old self and starts working again. Having delivered the last parcel he has kept from the island, he suddenly senses a new beginning in his life.
1. time-conscious: 时间观念很强。 2. cosmos: 宇宙。3. pager: 传呼机。4. lifeboat: 救生船。5. coconut: 椰子。
6. crew: 全体机组人员。7. nightgown: （妇女的）睡衣。8. blades: （冰鞋的）冰刀。9. tribesman: 部落人。
10. grandiose: 宏大的。11. overwhelm: 使受不了，使不知所措。
Excerpts
Chuck Talks to a Friend about His Experience and Feeling on the Island
"We both had done the math, and Kelly added it all up. She knew she had to let me go. I added it up, knew that I'd lost her. 'Cause I was never gonna get off that island. I was gonna die there, totally alone. I mean, I was gonna get sick or get injures. The only choice I had, the only thing I could control was when and how and where that was gonna happen. So I made a rope. And I went up to the summit to hang myself. But I had to test it, you know? Of course. You know me. And the weight of the log snapped* the limb of the tree. So I-I-I couldn't even kill myself the way I wanted to. I had power over nothing. And that's when this feeling came over me like a warm blanket. I knew somehow that I had to stay alive. Somehow I had to keep breathing, even though there was no reason to hope. And all my logic said that I would never see this place again. So that's what I did. I stayed alive. I kept breathing. And then one day that logic was proven all wrong because the tide came in, gave me a sail. And now, here I am. I'm back in Memphis, talking to you. I have ice in my glass. And I've lost her all over again. I'm so sad that I don't have Kelly. But I'm so grateful that she was with me on that island. And I know what I have to do now. I gotta keep breathing. Because tomorrow, the sun will rise. Who knows what the tide could bring?"
Step 7  Language points  Now read the text and explain the following language points if necessary.
practise
e.g. We practiced pronouncing the sound again and again.
e.g. Don’t forget to practise after class.
e.g. I practise playing the piano every day.
What’s… like?
e.g.--- What is the play like?---Wonderful.
e.g. He seems like an honest man.
make sb /th sb/adj./prep…
e.g. A good friend is someone who makes me happy.
e.g. Annie made her diary her best friend.
e.g. They made me repeat the story.
e.g. What made you think so?
e.g. He raised his voice to make himself heard.
nor//so倒装 +do/does/should/has…+主语
nor 表示否定意义,用肯定形式.
e.g. I don’t know, nor do I care.
e.g. His brother doesn’t like soccer, nor does he.
So 表肯定意义,用肯定形式
e.g. Rock music is OK, and so is skiing.
e.g. They had a good time last night, so did I.
So it is/was with +主语
e.g. Marx was born in Germany and German was his native language. So it was with Engles.
e.g. John likes Chinese but he is not good at it. So it is with Mary.
bore, bored ,boring
e.g. He bored us all by talking for hours about his new car.
e.g. She bored with her present job.
e.g. Jimmy could never understand why so many people found golf boring.
interest ,interested, interesting
e.g. She has much interest in music and dance.
e.g. I don’t know what interests him indeed.
e.g. I found him greatly interested in poems.
e.g. I don’t think the joke interesting enough.
alone, lonely
e.g. I was alone in the room.
e.g. He feels quite lonely sometimes. Because he has no friends.
e.g. They brought him into a lonely house.
e.g. Crusoe felt lonely when he was alone on the lonely island.
regard …as
e.g. We regarded their pets as members of their families.
e.g. We can’t regard the matter as settled.
Step 8. Homework
workbook  P88 Reading  Many-flavored friends.
Revise the key points of this Unit.
Evaluation of teaching:
The Third Period
Teaching aims and demands
The students are asked to master the Grammar :Direct Speech and Indirect Speech
2. Integrating Skill: reading
3. Oral practice: manipulate oral practice relevant to the reading material.
Key points: grammar and reading
Teaching methods: Reading —Sentence structure----explanation
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of the previous lesson.
Step 2. Presentation  To ask the Ss pre-writing the following sentences and check them in class.
1.“Today is Thursday” the teacher said.
2. “I’m going to play football.” Tom said.
3. “He lived in New York” Tom told me.
4. “The moon foes around the earth.” he said.
5. “He wanted to go out for lunch today.” his father said..
6. “He has been here for six years” Mr Li told me.
7. “ I will be here for one year.” I said to Mr Li.
8. “You come here quickly.” he ordered.
9.She said to me, “I will ask for some paper”.
10.They asked: “Why did you come here so late?”
Step 3. Grammar  Direct Speech and Indirect Speech
Brief explanation of “Direct Speech and Indirect Speech” (1): Statements & Questions
* use Direct Speech when you want to show the exact words someone said or wrote. Use quotation marks to show that you are reporting the exact words a person used and a reporting clause to include information about the speaker and the situation.
e.g. “I had a great time at the picnic,” she told her mum.
(the direct speech)            (the reporting clause)
*The reporting clause may come before, within, or after the direct speech. When the reporting clause comes after the direct speech, the order of the subject and the verb may be changed, e.g. Jane said/said Jane. This typically happens when the reporting clause is within the reported speech and the subject is not a pronoun.
e.g.  Jane said, “I got a new e-pal. He is from Germany.”
“I got a new e-pal,” Jane said / said Jane / she said, “He is from Germany.”
“I got a new e-pal. He is from Germany,” Jane said / said Jane / she said.
*   Use a comma to connect the direct speech and the reporting clause.
*   When you change a sentence from Direct Speech to Indirect Speech, you sometimes need to change the verb tense. You may also need to change pronouns in order to keep the same meaning.
DIRECT SPEECH
INDIRECT SPEECH
Present
past
Past
past or past perfect
present perfective
past perfect
past perfective
past perfect
e.g. “I’ll take care of you,” Chuck said. à Chuck said he would take care of him.
“Did you get e-mails from your friends?” she asked. à She asked if I had got e-mails from my friends.
“Have you got any e-mails from your parents?” she asked. à She asked if I had got any e-mails from my parents.
*When you use Indirect Speech to report what someone said, you can sometimes change the exact words without changing what the speaker actually said.
e.g.  Wilson asked, “How long have we been in this place?”à Wilson asked how long you had been here.
Answers to Grammar Exercise 1
1  The visitor said that he was very glad to visit our factory.
2  “I don’t like American movies very much,” the woman said to / told us.
3  Uncle Wang said that there was something wrong with the front wheel.
4  The teacher said to the students, “We are going to have a meeting at three o’clock.”
5  The students asked when they should go outing that autumn.
6  “I’ll try to finish reading the book by the end of this week,” she said.
7  The daughter told her father that mum had gone to the supermarket.
8  “Are you going to mail the gifts to your parents?” Sara’s friend asked her.
9  Tom asked Bob why he had been so excited that day.
10 “How can I solve the problem?” Sandra asked her friend.
Step 4  Post-reading : Grammar Exercise 2
In this exercise, the students have to imagine that they are helping Chuck “hear” what Wilson “says.” The students use Chuck’s answers to guess what Wilson is asking and then write down the question as reported speech. Let the students look at the example and point out that they don’t need to change the verb tense. When they have completed the written part of the exercise, they can use the questions and answers to talk to each other.
Answers to Grammar Exercise 2:
Chuck:  I know, I know. You are angry with me. You think we should wait longer, but we have waited long enough already.
Wilson:  Why do you want to leave this island?
You:    Chuck, Wilson asks why you want to leave this island.
Chuck:  I want to leave the island because I miss my friends.
Wilson:  Am I not your friend?
You:    Chuck, Wilson asks whether or not he is your friend.
Chuck:  Yes, you are my friend, but I miss the others.
Wilson:  How long have we been here?
You:    Chuck, Wilson asks how long you have been here.
Chuck:  We have been here for almost five years.
Wilson:  How will we leave?
You:    Chuck, Wilson asks how you will leave.
Chuck: How will we leave? We will wait for the wind to change. Then we will go out over the reef.
Wilson:  That might be dangerous.
You:    Chuck, Wilson says that might be dangerous.
Chuck:  Yes, it might be dangerous, but we have to try. We can’t stay here any longer.
Wilson:  Will you take care of me?
You:    Chuck, Wilson asks if you will take care of him.
Chuck:  Of course I will take care of you.
Wilson:  I’m scared, Chuck.
You:    Chuck, Wilson says he is scared.
Chuck:  I’m scared, too.
Step 5 Workbook  :Answers to Exercise 1:
1  Mary told Yang Mei that she was doing a biology experiment then.
2  Mary told Yang Mei that she was not free that day.
3  Mary told Yang Mei that she must / had to finish her paper that week.
4  Mary told Yang Mei that she would have to stay in the lab until the next day.
5  Mary told Yang Mei that she was going to write a report the next week.
6  Mary told Yang Mei that she had watched a very interesting TV programme the day before.
7  Mary told Yang Mei that She must / had to wait there that afternoon.
8  Mary asked Yang Mei if she would go to the Students’ Club that afternoon.
9  Mary told Yang Mei that she had visited her teacher the day before.
10 Mary asked Yang Mei who was going to study abroad the next year.
Answers to Exercise 2:
Sept 1, Monday
It’s my first day in senior high school. Mother told me to get up early. Father asked me to tie my hair up. I told myself not to worry too much.
When I arrived at school, I ran into my friend Joanna. She said I looked great. (1)I asked her where she had spent her holiday. (2)She said that she had gone to Shanghai and it had been wonderful. (3)She also asked me if I had enjoyed my holiday.
We went to the classroom for our first lesson. (4)Mr Yu asked us if we had had a pleasant holiday. (5)Then he said that he wanted to get to know us, and he asked us to write a short description of ourselves. I wrote it in English. When Mr Yu read it, (6)he said it was well-written.
After school I went back home. I told my parents about my first day in school. (7)They told me that they were proud of me.
1        “Where did you spend your holiday?” I asked /said to her.
2        “I went to Shanghai and it was wonderful,” she said.
3        “Did you enjoy your holiday?” she asked / said.
4        “Did you have a pleasant holiday?” Mr Yu asked us.
5        “I want to get to know you. Could you please write down a short description of yourselves?” he said.
6        “It’s well written,” he said.
7        “We are proud of you,” they said to me.
Answers to Exercise 3
1  Change Direct Speech into Indirect Speech and Indirect Speech into Direct Speech.
1  Hu Ming, the manager says that they run that restaurant to make friends.
2  “We are unhappy about this,” the students’ parents said.
3  Hu Ming says, “A teacher has already told me that I should spend more time on study.”
4  “Running a business takes a lot of time,” all the managers say.
5  Liu Tao says that they don’t have the money to hire enough waiters or waitresses, so they do most of the work themselves.
6  Another boy tells me that sometimes they have to skip classes to keep an eye on the restaurant.
7  “We are doing OK,” Liu Tao says.
Step 6 Homework
Finish off the work in work book
change the 10 sentences into indirect speech
Try to write a news story in about 100 words on page 88
Revise the grammar on page 178 to page 180
Evaluation of teaching:
The Fourth Period
Teaching aims and demands
Integrating Skill
Grammar and writing
Get the students to write an email
Key points: 1. Useful expressions;  2.writing   3.grammar
Teaching methods: Written practice and grammar.
Teaching procedures
Step 1. Revision
(1) Check the work exercises.
(2)A test for unit 1
To get the students to Review the grammar and write the passage on page 88
Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students. “We run this restaurant to make friends,” says the manager, Hu Ming.
But the students’ parents say that they are unhappy about this. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. Hu Ming says that a teacher has already told him that he should spend more time on study.
All the managers say that running a business takes a lot of time. “We don’t have the money to hire enough waiters or waitresses, so we do most of the work ourselves,” says Liu Tao. “Sometimes we have to skip classes to keep an eye on the restaurant,” says another boy.
But Liu Tao says they are doing OK.
3  Answers may vary. Possible titles/headlines include “Study First or Business First?” “Students Running Bar”
Step 2. Integrating Skill
Instruction: The reading describes different kinds of friends. Let the students read the first paragraph and answer questions 1-3, then ask them to think of words that can be used to describe the different kinds of friends. You can also tell the students to choose words from the “5-star friend” activity in the student’s book.
Extension What does it take to make a friendship work? The students can work in groups and select one kind of friendship described in the reading and think about the advantages and disadvantages of such a friendship. What problems might arise? How could they be solved? (The students can refer to the listening activity).
Suggested answers
1     C
2     A fair-weather friend will only like you when you are happy and popular; a forever friend is a true        friend and will help you when you are in trouble.
3     List the characteristics of each kind of friend:
A fair-weather friend     only likes you when you are happy and popular, doesn’t help you when                                              you have problems. (students can add more)
A school friend             studies and plays together with you, sees you in school. (students can add      more)
A forever friend     knows everything about you, always listens to you. (students can add more)
4     Sarah helped Janet overcome her shyness and deal with her classmates. Janet helped Sarah study math.
5     Answers may vary.
6     You can make friends with people from other countries by reading e-pal/pen pal ads in newspapers or on the Internet.
7     One of the advantages of having friends in other countries is that you can learn more about the world. You can also learn more about other languages and cultures. There are a few disadvantages, including the fact that it can be difficult to be friends if you live far away from each other.
8     Answers may vary. One possible interpretation is that all the people around us could be our friends; friendship is a two-way relationship and it takes work and patience to develop a good friendship.
Step 3  Writing
Ask the students to read the e-mail and find out what the girl wants to know more about. Tell the students to think about what they want to tell the girl. As a pre-writing activity, the students can list the things they want to include in the e-mail. When the students have written the e-mail, you can compare what they have written.
ASSESSING
A learner log is a set of questions that will help the students to reflect on how and what they have learnt. The students are asked to rate their “comfort level” and summarize what they have learnt. You can use this as an activity in class or let the students complete the log at home. Throughout the book we offer different assessment tools and we recommend that you try as many of them as possible. Learner logs and other similar assessment tools are simple to use and have a positive effect on the students’ learning and learning habits over time. The students may find it difficult to answer the questions at first, but if you use the log consistently it will help the students pay more attention to their learning strategies and set better goals. Once the students are used to the format and expectations, you can use the learner log and other assessment activities in combination with discussion and goal-setting activities.
Step 4. Post -INTEGRATING SKILLS
Ask the students to read the e-mail ads in Unit 1 and choose one to reply to. Before the students start writing, they should think about what they want to write.
Extension  Use real e-pal ads from the Internet and let the students find a real e-pal from another country. If your students do not have easy access to the Internet, you can simply copy more e-pal ads and bring them to class.
Sample E-mail
Hi Jane:
My name is Xiao Fei and I come from Hunan. Hunan is in the south of China. I am a middle school student and I like speaking English. I read your e-pal ad and I would like to be your e-pal. You wrote that you like rock music. Can you tell me what bands you like? Have you ever heard any Chinese rock bands? You also wrote that you like talking and joking around. I do too! I think you and I can be good friends. Please send me an e-mail as soon as possible.
Xiao Fei
Assessment Criteria:
An e-mail is less formal than a letter and more formal than speaking. A good response to the e-pal ads should include information about who you are and where you are from. Try to encourage the students to use indirect speech to refer to the e-pal ad.
Step 5. Homework
(1) Finish off the exercises in the workbook.
(2)Write an email into my email-box.
Summary the key points in this unit
Evaluation of teaching:
The Fifth period   Students have an  Integrating examination
The Sixth period   Teachers comment the examination and Review the unit.
Unit 2   English around the world
一． 学习目标和要求
1. 掌握以下单词和习惯用语
1)单词
Nancy; bathroom; towel; landlady; closet; Karen; pronounce; Thompson; broad; repeat; Dave; ketchup;  majority;  native; total;  tongue; equal; government; situation; Pakistan; Nigeria; the Philippines; international; organization; trade; tourism ;global; communicate; communication; exchange; service; signal; movement; peg; commander; tidy; stand  independent; fall; expression; tornado; Spanish; southern; statement; president; European; Florida; howl; cookbook
2）习惯用语
make yourself at home; forget to do sth; in total
2. 功能意念项目
了解并掌握美式英语和英式英语的区别。
3. 语法
1) 学习直接引语和间接引语（2）。
2) 学习ask/tell sb. to do sth结构。
4．语言运用
运用所学语言，围绕英语学习这一话题，完成教材和练习册中的听、说、写的各项任务；阅读课文 “English around the world”并联系生活中的实际进行书写练习。
二．学习指导
1．单词和习惯用语的用法
1)flight  n.[C]飞行；航班
Did you have a good flight?
你乘飞机一路愉快吗？
They made a successful flight across the ocean.
他们成功地飞越了这个大洋。
a  non-stop flight不着陆飞行
a  round-the–world flight环球飞行
2) directly  adv. 直接地；一直地；直截了当地
He looked directly at us.
他直瞪瞪地看我们。
He speaks very directly to people.
他跟人们讲话很直率。
3) majority  n.[C]（大）多数
The Liberal Party has a majority in the House.
自由党在议院中占多数。
The company holds a majority of the stock.
该公司拥有大多数股份。
The majority of people seem to prefer TV to radio.
大多数人似乎都喜欢看电视，而不喜欢听收音机。
4) native  adj.本国的；本土的；n.[C]本国人；本地人；土著人
（1） adj.本国的；本土的
native customs 当地风俗
His native language is German.
他的母语是德语。
Potato is native to America.
马铃薯是美洲产的。
Many foreigners have gone native in China.
许多外国人在中国已入乡随俗。
（2） n.[C]本国人；本地人；土著人
a native of London(Wales/India/Kenya)
伦敦人（威尔士人/印度人/肯尼亚人）
5）equal  adj. 相等的；同等的；平等的
Women demand equal pay for equal work.
妇女要求同工同酬。
Not all men are equal in ability.
不是所有的人都有同样的能力。
One kilometer is equal to five eighths of a mile.
一公里等于八分之五英里。
n.[C]相等的事物；（地位）相同的人
As an artist, she knows no equal.
作为艺术家，她是无以伦比的。
Let A be the equal of B.
设 A 等于 B  。
6) situation  n.[U]位置，地点；地位；地势；
Measures must be taken to meet the situation.
必须采取措施以应付这种局面。
The country is in a critical situation.
国家处于紧急状态。
a dangerous situation   difficult situation
困难的处境              危险的处境
economic situation      sb’s financial situation
经济状况                某人的经济状况
the geographical situation   a good situation
地理位置                      好的形势
the international situation   the domestic situation
国际形势                     国内形势
7) international  adj.国际的；世界的
They signed an international agreement on nuclear waste.
他们签定了关于核废料的国际协议。
International bomber    international date line
洲际轰炸机              日界线
international law       international call
国际公法                国际长途
international conventions
国际惯例
8) organization [C]组织，团体；机构；机制
He had been engaged in the organization of a strike.
他一直从事组织罢工工作
build up /establish/form an organization
建立起一个团体
a charity organization         a commercial organization
慈善机构                       商业团体
an international organization   a religious  organization
国际组织                        宗教组织
a social organization           a  woman organization
社会团体                        妇女组织
9) tourism  n.[U]游览；观光；观光事业
Some countries obtain large sums of foreign exchange from tourism.
有些国家靠观光事业赚取大量外汇。
10) communicate  vi. 交流；传递；传送
communication n. [U] 交流；传递
Deaf people communicate by sign language.
聋人用手势交流 。
The two friends haven’t communicated with each other for years.
这两个朋友已经多年没有联系了。
communicate clearly    communicate directly
清楚地表达             直接交流
communicate officially (unofficially)
正式[非正式]地交流；官方[非官方]地交流
11) knowledge  n. [C]知识；学识
We must broaden and enrich our knowledge.
我们必须扩展和丰富我们的知识。
He has a wide knowledge of history.
他具有丰富的历史知识。
absorb knowledge                   acquire knowledge
吸取知识                            获得知识
accumulate knowledge               demand knowledge
积累知识                           需要知识
spread knowledge                    actual knowledge
传播知识                             实际知识
all branches of knowledge        background knowledge
各门学问                          背景知识
common knowledge                 an elementary knowledge
常识                               基础知识
extensive knowledge               general knowledge
广阔的知识                         一般知识
12）make yourself at home
请不要拘束，随便一些
13）forget to do sth.表示忘记要做某事
I forgot to tell her about it.
我忘记告诉他这事了 。
He forgot to buy a newspaper.
他忘了买报纸了。
forget doing sth. 忘记曾做过某事
I forgot telling her about it .
我忘记了曾把这事告诉过他。
14）in total 总共；总计
How many people took part in the activity in total ?
15) mother tongue 母语
What is  your mother tongue?
Chinese is my mother tongue.
你的母语是什么？是汉语
2.语言要点
1）You must be very tired.
表示肯定推测一定正在做某事
must +be doing sth. 一定正在做某事
He must be writing a letter to his parents.
She must be waiting for him.
He must be telling lies.
Must have done sth.  对过去的事情的肯定推测
It must have rained last night.
You must have seen this play before.
注意：反义疑问句的形式
It must have rained last night, didn’t it?
He must have finished his experiment,  haven’t he?
虽然Must  表示肯定推测，但mustn’t  却一定不能表推测。表示不可能的时候我们采用 can’t。
2)In China students learn English at school as a foreign language, except for those in Hong Kong.
除了香港以外，中国学生都把英语当成一门外语学习。
except for结构：表示对一个人或事物先做一个总体评价，然后就其局部提出一点看法，意为“除去……一点以外”，“只是……”
Your composition is good except for a few spelling mistakes.
你的作文很好除了有一点拼写错误以外。
The carpet is good except for its price.
地毯很好，只是价钱太高。
Except for John, the whole class passed the test.
除了约翰以外，全班考试都通过了。
3) With so many people communicating in English every day,we can see that it will be more and important to have a good knowledge of English.
with +宾语+形容词/副词
He slept with the window open.
他开着窗户睡觉
He was working there with only a shirt on .
他只穿一件衬衫在那干活。
with+宾语+介词短语
The teacher came into the classroom with a book In his hand.
老师手里拿着书走进了教室。
with+宾语+doing
With night coming on, we started for home .夜幕降临我们就动身回家了.
The meeting ended with all singing the International.会议以全体高唱国际歌结束。
with+宾语+done
He went away without a word more spoken. 他没再说一句话就走了。
He stood for an instant with his hand still raised.他站了一会，手依然举着。
With+宾语 +to do
With nothing to do, I went out for a walk.由于没有什么事可做，我便到外面去散步。
With machinery to do all the work, they will soon have got in the crops.
由于所有的工作都由机器进行，他们将很快收完庄稼。
3.语法说明
1)学习直接引语和间接引语（2）：
(1)祈使句：直接引语是祈使句，变为间接引语时，在原祈使句前加 to 或否定的加 not to 。
人称的变化
He said , “I like it very much.” 他说：“我非常喜欢它”
He said that he liked it very much. 他说他非常喜欢它。
He said to me , “I’ve left my book in your room.”
他对我说：“我把书放在你的间了”
He told me that he had left his book in my room.他告诉我他把书放在我的房间了。
时态的变化：
如主句的谓语动词是一般过去时。直接引语变间接引语时，从句的谓语动词在时态方面要做相应的变化。如主句的谓语动词是现在时，从句的时态则无需变化。
直接引语转换成间接引语时态的变化
例         句
直接引语
间接引语
一般现在时        一般过去时
现在进行时         过去进行时
现在完成时          过去完成时
一般过去时          过去完成时
过去完成时不变
一般将来时          过去将来时
He said , “I’m afraid I can’t finish this work”
He said , “I’m using the knife”
She said, “I have not heard from him since May .”
He said , “I came to help you.”
He said, “I had finished my homework before supper.”
Zhou Lan said, “I ‘ll do it after class”
He said that he was he was afraid he couldn’t finish that work.
He said that he was using the knife.
She said that she had not heard from him since May.
He said that he had come  to help me.
He said that he had finished his homework before supper.
Zhou Lan said that she would do it after class.
指示代词,时间状语和动词的变化
直接引语转换成间接引语的变化
例         句
直接引语
间接引语
This          that
这个          那个
these        those
这些         那些
now          then
现在         那时
today       that day
今天         那天
yesterday   the day before
昨天           前一天
tomorrow  the next (following) day                 第二天
here          there
这里          那里
come           go
来             去
She said , “I will come this morning”
He said , “These books are mine.”
He said , “It is nine o’clock now.”
He said , “I haven’t seen her today.”
She said , “I went there yesterday.”
She said , “I’ll go there tomorrow.”
He said , “My sister was here three days ago.”
She said , “I will come here this evening.”
She said that she would go that morning
He said that those books were his .
He said that it was nine o’clock then.
He said that he hadn’t seen her that day.
She said that she had gone there the day before
She said that she would go there the next (following )day.
He said that his sister had been there three days before.
She said that she would go there that evening.
注：直接引语如果是客观真理，变为间接引语时，时态不变。
He said , “Light travels much faster than sound.”
He said that light travels much faster than sound.
2)代词用法复习：
种类：人称代词、物主代词、反身代词、指示代词、疑问代词、不定代词、
用法：物主代词
形容词性物主代词有：
my your his her its our your their   一般作定语。
名词性物主代词有：
mine yours his hers its ours yours theirs一般作主语宾语和表语。
反身代词:
myself  yourself  himself  herself itself ourselves yourselves  themselves一般作宾语、表语、同位语
指示代词
英语中的指示代词有  this that these those it
such  same等指示代词一般作主语、宾语、表语和定语
注意：一般指以后要说的事，this是对下文而言。而 that 一般指已说的人和事物，对上文而言。
疑问代词：
疑问代词有 who whom whose what which whoever whatever whichever .疑问代词一般位于句首，构成特殊疑问句。
不定代词
不定代词有 both、either、neither、all、none、 each、every、some 、any、 another、other、no
both表示两个人或事物（所修饰词和谓语动词为复数形式）具有形容词和代词的特征，可做主语、宾语、定语和同位语
either表示两者中的一个，这个或那个，所修饰的谓语动词为单数。具有形容词和代词的特征，可作主语、宾语和定语
注意：  还可作副词在否定句中意思是“也”
Neither  表示两者中的任何一个也不，所修饰词和谓语动词为单数，具有形容词和代词的特征，可作主语、宾语和定语
all 表示三者以上的人或事物译为全体或都，所修饰词和谓语动词为复数。
注意：有时表示不可数的东西，谓语动词用单数。
none 表示没有一个人和东西的意思，多表三者以上的人或事物。只有代词特征，故不能作定语。可作主语（如想到所有人的情况，谓语动词用复数形式，如谈每个人的情况，谓语动词用单数形式），还可做宾语和同位语。如:
None of us are perfect.
None of them has  that kind of experience.
A friend to all is a friend to none.
We none of us said anything.
No 这一不定代词是没有的意思，只有形容词的特征，只能作定语。
Time waits for no man.
No man is born wise.
It’s no trouble at all.
each 表示每一、各、各自的意思。具有形容词和代词的特征，所修饰词和谓语动词为单数形式。可作主语、宾语、定语和同位语。如：
Each of us has something to say on the subject.
Each of the rooms is sixteen feet square.
Our class teacher had a talk with each of us .
Each month we had a meeting .
We each have an English book.
every 是每一个的意思，具有形容词的特征，只能作定语。如：
Every room is bright and tidy.
We have an English class every day.
注意：all every  both 的句子中如有not 出现，为部分否定；如表示全部否定含义则需使用 none 或 neither
Not all the animals hibernate in winter.
不是所有的动物都在冬天冬眠。
2）Both of us are not diligent。
我们不都勤奋。
3）Every boy isn’t here .
不是所有的男孩儿都在这。
4）None of them are here.
他们都不在这。
any和 some  意思是一些、任何，可修饰可数名词和不可数名词。通常用于疑问句、
否定句和条件句。
I have some questions.
There is some water in the bottle.
If you have any questions, please ask.
注意：但在疑问句中表示问对方想吃什么时，通常用some.另外some 修饰单数可数名词。译为：某一、某个
other  意思是“另外的 ”，作定语，表示两个人或事物通常用 one…the other 。others  是 other 的复数形式，等于other 加复数名词，译为剩下的或其他的。如果表示剩下的所有的，则前面加 “the”
He has two sons; one is a work ,the other is a doctor.
Some students went to the street and others stayed at school.
There are forty students in our class. Ten of them are girls the others are boys.
三、课文理解 根据课文内容判断正误（True or False）
(  )1.Most native speakers of English are found in the United Kingdom, the United states of America, Canada,  Australia, South Korea ,and Ireland.
(  )2.In total, for less than 375 million people English is their native language
(  )3.Everywhere in the world children go to school to learn English.
(  )4.In only 20 years, English has developed into the language most widely spoken and used in the world.
(  )5.Businessman and tourists who come to China often come here being able to speak Chinese well.
四．语法知识训练：
A. 把下列直接引语的句子变成间接引语。
1．“Bob, be sure to lock the window before you go to bed. ” mother said.
2． The teacher told his students, “watch me carefully when I do this experiment.”
3．“Please pass me the sugar” Mary asked her sister.
4．“Don’t forget to turn off lights before you leave the room.” Mrs. Green told her son.
5．“Please don’t go to school until you have no fever” the doctor said to the patient.
6．“Don’t drink too much.” The wife asked her husband.
7． He said ,  “Don’t look out of the windows while the train is moving.
8．“Could you please show me how to use the computer,” he asked.
9． The teacher said to us, “The earth is round.”
10．Mr. Wu often says, “You must speak English as often as possible.”
11．“I prefer maths to physics.”  he said.
12．“Are you interested in history and biology?” she asked them.
13．“How often do you visit your home village?” I asked him.
14. He said to us, “Follow your teacher’s instructions”
15．“Don’t punish the children.” the woman said to him.
B．用代词填空
16． Lao Li is my good friend. He thinks more of ______than
————.（他总是考虑别人比自己多）
17． Doesn’t she feel lonely all by ________? （难道她一个人不感觉孤独吗？）
18． Do they have great concern for _____work? (他们彼此关心对方的工作吗？)
19．____who want to go to the cinema may sign up here.
(那些想要去看电影的人可以在这里签名)
20． ________ of the answers is right.（这两个答案中没有一个答案是对的）
21． Everything _____ ready and all _______ eager to enjoy the Christmas party?
（所有的事情都已经准备好了，所有的人都在渴望着圣诞晚会。）
22． Please help ______ to some fish. (请随便吃一些鱼)
23． After he came to ______, he tried to rise to his feet.
(在他苏醒以后，他想努力站起来。)
24． Because of my poor English, I am afraid  I can’t make_____ understood in English.
（因为我的英语不好，我恐怕不能让别人明白我的意思）
25． Let’s exchange _________ gifts.（让我们彼此交换礼物）
26． We are going to stay at _____ hotel as we did last year.
（我们将呆在去年住的同一所旅馆里）
27． My parents _____ in on Sunday evening.
（我们父母亲在周日晚上都在家了）
28． _______ of us is perfect, we all may make some mistakes.
（我们没有一个人是完美的，我们都会犯一些错误。）
29． One of his parents is a doctor._____ is an engineer.
（他的父母一位是医生，另一位是工程师。）
30． Some people like to stay at home on Sunday, but ______ like to go to the cinema.
（一些人在周日喜欢呆在家里，而另外一些人却喜欢去电影院）
五．综合知识训练
I.基础知识运用
A．单向选择
1 Women were engaged in the strike for ________ pay with man .
A. right  B. high   C. equal   D. value
2 Can you tell us some ________ customs in your country? I am deeply interested in it.
A. popular B. wonderful C. native  D. advanced
3. Besides the major, you should also consider your financial _______.
A. organization   B. situation C. reputation D. support
4．According to ______ conventions, the meeting will be held  every other year.
A. common  B. ordinary C. international D. special
5．Thailand obtain large sums of foreign exchange from _________.
A. industry  B. agriculture  C. advertisements D. tourism
6．The two friends haven’t _____ with each other for years.
A. talk B. tell C. speak  D. communicate
7.Studying is a  process of ___________ knowledge.
A．remembering  B. accumulating C. demanding D. spreading
8. The carpet is very good ______ its colour.
A. besides  B. except that  C. except for D. but
9. Those reformers always pay close attention to ________ development.
A. globe B. global C. the earth’s D. rapid
10.______cars were parked outside the school.
A．The big number of   B. The large number of
C．big number          D.A large number of
将下列英语译成英语
11. 你乘飞机一路愉快吗？
__________________________________
12. 她跟人们讲话很直率
__________________________________
13.  该公司拥有大多数股份
__________________________________
14.  大多数人都喜欢看电视，而不喜欢听收音机。
__________________________________
15.  并非所有的人都有同样的能力。
__________________________________
16.  必须采取措施以应付这种局面。
__________________________________
17.  聋人用手势交流。
__________________________________
18.  我们必须扩展和丰富我们的知识。
__________________________________
19.  我忘了去邮信了。
__________________________________
20.  除了有一些拼写错误以外，你的作文写的很好。
__________________________________
II.完形填空：
Paul had long promised to marry Clara, but at thirty –three he met and married Alice. Clara was made (21)d______ in this way.
Paul was taken before a judge. And he had to pay 600 pounds because of the broken promise. Paul had (22)b______  the money. He agreed to pay back 5 pounds a month.
Paul and Alice were poor but not unhappy. They had little food, certainly, even before the children began to arrive. They worked very hard,(23)n_______ taking a holiday .In time, there were seven mouths in the family.
The years of hard work and little food changed the family so much. After 12 years of family time , Paul was alone in the world . And the 20 years ended, Paul paid off all the debts.
One day it was a holiday, he went to the park. He sat down on a seat . A middle- aged woman came and sat down near him. It was (24) C_______. She said, “The 600 pounds has been in a bank since the day it was paid to me, Paul. It is now 6000 pounds, and I have kept it for you .Will you let me share it with you?”
“No,”said Paul. “Each thousand is a lost life in a desert between us. It can never bring me any (25)h______.”
III.阅读理解：
A
In the 20th century many new nations have been set up. Though their people
may be free to vote and to elect their leaders, yet unjust opinions, unusual and harmful customs take a long time to die out.
There was a good example of this recently. In a newly republic when a girl of
fourteen refused to marry a sixty-year-old man who had bought her for 40 pounds. Her father had agreed to the marriage when the girl was only four years old and had sold her to a man who already had at least six wives .Just before the marriage ceremony, the girl ran away and wrote to the president of the republic. In her letter, she pointed out that although her country was independent, its people were still not truly free. Some human beings were like slaves, she said, and women could be bought and sold like cows or sheep. She asked the president if he thought this was
right. The president felt sorry for her and he immediately changed the cruel law which allowed women to be bought and sold.
In a way ,the girl had won a victory but she still had a big problem. She
had to find 40 pounds to repay the man who might have  become her husband. There seemed to be n way of finding so much money. Luckily, however, the girl’s story was told on a radio program in Europe and nearly  2,000 pounds poured in from listeners.  The buyer got his money back and the girl was free to marry anyone she chose. She had true freedom for herself and for others like her.
根据短文内容判断正误（True or False）。
(   )26. In most countries, unjust opinions and harmful customs died out easily
(   )27. A girl of fourteen in a newly founded country refused to attend the old man’s
marry the man much older than her.
(   )28. Upon receiving the girl’s letter, the president of the country helped her father repay the man.
(   )29. Before the republic was founded, most women there were freely bought and sold.
(   )30. In the end, the girl was free to marry anyone but was in debt.
B
Foreign language are widely taught. In every big city in the United States,
as well as in most small and middle-sized cities, you can find instruction in at least seven foreign languages. Of course, the so-called commonly  taught languages ,such as French, Spanish, and  German are popular. Finding more exotic language may be more difficult, however, and in such cases, you may wish to consider some form of self-instruction. The National Association of Self –Instructional Language Programmes(NASLP) has a large network of instructions that offer self-study programs in many uncommonly taught languages. Your local librarian should know hoe t get in touch with this organization.
根据短文内容判断正误（True or False）。
(   )31. People in middle-sized towns in the United States learn a foreign language
(   )32. French, Spanish, Japanese are popular for people to learn in the United States.
(   )33. The word “exotic ” perhaps means unusual.
(   )34. NASLP is an organization to help people find job.
(   )35. Your local librarian can tell you how to learn a foreign language.
C
Nearly three-quarters of adult  American believe it is important or very
important to speak a second  language ,according to a  Sunday newspaper survey.
The most popular second language was Spanish, studied by 54 percent, and
French ,studied by 34 percent. Latin and German followed with 11 percent and 9 percent.
The most popular way to learn a second language was living where a language is
spoken(33 percent),teaching oneself with a book(30 percent),listening to tapes (24 percent),taking private lessons (11 percent), and using an electronic translator (6 percent).
The vast majority ,87 percent of answer-sheets said they believed it was “never
too late ” to learn a second language, the CNN/US News found.
36. About three-fourths grown-ups in America think it ____ to speak a second language.
A. easy     B. important   C. difficult      D. possible
37. Which one is the most popular foreign in America
A.  French  B. Spanish   C. Chinese       D. German
38. Most people believe the best way to learn a foreign language is ____
A. listening to the recorder    B. teaching himself
C. speaking to foreigners  D. living where a language is spoken
39. It seems that most ____learn a second language in America.
A. children   B. elders   C. women   D. grown-ups
40. Many people think that _____.
A. only old people can learn a second language
B. old people can not learn a second language
C. any one can learn a second language anytime
D. one should stop learning a second language when he is old
D
When a child enters school, he will learn many different kinds of skills. For example, he will learn to speak correctly, to read well, and to behave properly .One of the most important skills that he must get is good handwriting.
There are two main ways in which the language is written by hand. The first form is called printing. It looks much like the letters in this book. The letters have simple lines or cursive. They are not corrected. The second method of writing is called cursive. Cursive letters are slanted to one side. They are usually connected. Printing is usually learned before cursive writing.
Each person has a unique cursive writing which is difficult to copy exactly. Fro example, it is difficult to forge a person’s signature on a check.  Some people believe that your handwriting shows a lot about your personality .The study of predicting a person’s character of personality from handwriting is called graphology.
41. According to the passage__________.
A. printing letters are never slanted
B. printing letters are only used in books
C. cursive writing is easier to learn
D. cursive writing is more difficult than printing
42. Writing which is not connected is called ________.
A. cursive writing  B. printing
C. graphology       D. signature
43. From this passage,we may conclude that ____.
A. printing is more beautiful than cursive writing
B. predicting personality is rather easy
C. cursive writing is not easy to forge
D. a good person must write well
44. Graphology deals with the connection between a person’s handwriting and the way that person______.
A. speaks   B. writes   C. learns   D. acts
45.A good title for this passage is _____.
A.HANDRITING                              B.SPEAKINGANDWRITING
C.HANDWRITINGAND PERSONALITY              D. A UNIQUE CURSIVEWRITING
VI.单句改错：
46. Why your brother have to have a rope around his neck when he goes out for a walk with you?
47. Thomas joined in the army last year.
48. American is a highly developed country.
49. Driving is also great importance.
50. If you’ve past the driving test after learning, you can drive the real car.
51. There must be grown-up who has a driver’s license beside you.
52. They were tiring after a long day’s hard work.
53. They filled their cares with fruit, vegetables and sheeps.
54. They returned back in the evening with some money and perhaps a present for their children.
55. That evening on TV, I heard that the old woman was bad injured in the leg.
V.书面表达：
请根据下列提示，写一篇题目为“Computers ”的文章。
电脑出现于20世纪初。当时的电脑很庞大，能占一间房子。而且运算速度也很慢；
随着时间的推移，电脑越来越小，运算越来越快，存储的信息也越来越多；
在21世纪，随着网络的发展，人们之间的交流更方便了。我们在网上交谈，发送电子邮件，而且还可以查阅我们所需要的信息。
字数：120词左右
Unit 2
三、课文理解  1. F      2. F     3. T    4. F     5. F
四、语法训练
1. Mother told Bob to be sure to lock the door before he go to bed.
2. The teacher asked his students to watch him carefully when he did that experiment.
3. Mary asked her sister to pass her the sugar.
4. Mrs. Green told her son not to forget to turn off lights before he left the room.
5. The doctor asked the patient not to go to school until he had no fever.
6. The wife asked her husband not to drink too much.
7. He asked the passengers not to look out of the windows when the train was moving.
8. He asked me if I could show him how to use the computer.
9. The teacher told the students that the earth is round.
10.Mr Wu often tells me that I must speak English as often as possible.
11.He said that he  preferred maths to physics.
12.She asked them if they were interested in history and biology.
13.I asked him how often he visited his home village.
14.He told us to follow my teacher’s instructions.
15.The woman told him net to punish the children.
16. others  himself  17. herself  18. one another’s  19. Those 20.Neither
21. is…are  22. yourself  23. himself 24. myself    25. each other’s
26. the same  27. were both  28. None    29. the other  30. others
五、综合训练
I.基础知识运用
A. 1---5 CCBCD     6---10 DBCBD
B. 11. Did you have a good flight?
12. She speaks very directly to people.
13. The company holds a majority of the stock.
14. The majority of people seem to prefer TV to radio.
15. Not all men are equal in ability.
16. Measures must be taken to meet the situation.
17. Deaf people communicate by sign language.
18. We must broaden and enrich our knowledge.
19. I forgot to post the letter.
20. Except for spelling mistakes, your composition is good.
II.完形填空
21. disappointed  22. borrowed  23. never  24. Clara   25. happiness
III. 阅读理解
26---30   FFFTF    31---35 FFTFF
36---40   BBDDC    41---45 DBCDA
IV. 单句改错
1. does   2. in  3. American ---America  4. of加在 great前  5. past--- pass
6. a 加在grown-up 前7. tiring---tired  8. sheeps ---sheep  9. back
10. bad---badly
V.书面表达
Computers are more and more popular nowadays. The computer was first invented in the early 20th century. The computer at that time was very large and took up much room. Besides the speed was very slow.
As time went on, the computer was smaller and smaller. The speed is faster than ever before. More information can be stored in it.
Now with the appearance of the Internet, we can communicate with others conveniently. People can use a computer to make a phone call, and can talk to each other on the net. What is the most important to us students is to look up information.
Unit3 going places
1st period
Teaching aims
1.       Help the students to learn to talk about traveling.
2.       Help the students to learn to talk about means of transportation
3.       Encourage the students to learn how to express good wishes.
4.       Learn and master the following: consider, means transportation, have a good trip,
good luck to you
Important points in teaching
1.       Listening and speaking practice
2.       Talk about travel in English
3.       Learn the expressions of means of transportation
4.       Learn to express good wishes
Difficult points in teaching
Talk about travel in English
Teaching aids
a slide projector or computer
a tape recorder
Teaching procedures
Step1.greeting and revision
Step2.lead-in
1.       Ask some students what activities they did during the summer vacation.
2.       Do ‘warming up’
Ask the Ss to look at four pics on page 15
3.       Get the Ss to understand the questions given, Get their opinions about safety, comfort, quickness, convenience, etc.
4.       Deal with the four situations:
Form Shanghai to London
From Chongqing to Chengdu
From Beijing to Guangzhou
From Dalian to Qingdao
Ask the students to give their reasons for choosing their means of transportation.
Step 3. Listening
1.       Pre-listening
Now we know something about different means of transportation, we can travel by ship or by air, imagine now we were in the waiting room at an airport. And we’ll listen to some boarding calls.
2.       Listening
Ask the students to concentrate on comprehension of the boarding cal l.
Play the tape again. Get the students to focus their attention on the specific information check in pairs. Then discuss the answers with the whole class.
Step 4. Speaking
1.       Lead-in
Talk to the students about their travel experiences in the past. Questions:
Where did you travel?
When did you do that?
How did you travel?
2.       Deal with the table
Ask three or more students about the year and the place they want to travel to ask one to write the information on the form on the blackboard, and the others in the form on page 16.
3.       Do the example
Demonstrate the example with a good student.
Then ask the students to make a dialogue with their partners on pairs according to the completed form.
4.       Consolidation practice
(1)    Ask the students to create their own dialogues according to their own imagination of traveling to the past or the future in different machines.
(2)    Show the traveling of a spaceship in space and ask the students to make a dialogue about it.  .
Step 5 Summary
Sum up what has been taught and what they have learned in this part.
Step 6 Assignment
1.       Revise the contents of this class
2.       Get ready to act out a dialogue about traveling
2nd period
Teaching aims
1.       Words and expressions:
Experience, simply, get away from, vacation, nature, basic, equipment, tip cell, phone, watch out, poison, poisonous, paddle, stream, normal, excitement, adventurous, handle, similarity.
2.       Improve the students’ reading comprehension.
Important Points in Teaching
Train the students to improve their reading comprehension
Difficult Points in Teaching
1.       Question and Answer for inducing
2.       Fast reading to find out some general information
3.       Careful reading to find out the details in the passages
4.       Pair-work/ Group-work activities
Teaching Aids
1.A tape recorder
2. A slide projector
Main Procedures in Teaching
Step1 Greeting and Revision as usual
Step 2 Pre-Reading
Lead-in
Do you like traveling?
Why do you like traveling? And why not?
Where would you most like to travel? Why is that?
Have you ever tried any adventure travel in your life?
Please discuss these questions with your partner.
Step 3 While-reading
1.       Fast reading
What’s the basic equipment you need for hiking?
2.       more questions
Where can you go hiking?
How can you go hiking?
Why is hiking a great way to travel?
What do you think of hiking?
3.       Do the same with RAFTING
Where can you go rafting?
How can you do that?
Why is rafting another exciting adventure?
What do you think of a normal rafting trip?
What’s your opinion about whitewater rafting?
Why is rafting a good way to experience nature?
What is it like when you go on a normal rafting trip?
What is it like when you go on a white-water rafting trip?
Can you think of some other words like “whitewater”?
Step 4 Post-reading
1.       Ask the students to choose their answers for the questions according to the passages.
2.       Ask them to check in pairs.
3.       Check the answers with the whole class.
4.       Ask the students to fill in the table individually.
5.       Check with the whole class.
Step 5 Consolidation
Tell me about hiking/rafting.
Step 6 Play the record of the first paragraph for each passage for the students to listen and follow.
Ask them to pay attention to the pronunciation and intonation.
Step 7 Summary
1.       Help the students to compare/contrast hiking and rafting to have a clear picture of their similarities and differences.
2.       Help the students to make a list of useful words. Expressions and patterns in the passages.
Step 8 Assignment
Revise the contents of the passages.
Outline the two passages.

3rd period
Teaching aims
1.       Learn to define or paraphrase the given words and phrases.
2.       Learn and master: separate (v. adj.) benefit
3.       Lean and master the use of the Present Continuous Tense for future actions.
4.       Revise the tenses learned before.
5.       Learn to organize sentences together to form a short passage.
Teaching Important Points
The use of the Present Continuous Tense for future actions
Teaching Difficult Points
1.       The use of the Present Continuous Tense
2.       How to organize English sentences to form a proper passage
Teaching Methods
1.       Listening and dictation
2.       Pair/Group work
3.       Inductive method and Deductive method
4.       Sentences making practice
Teaching Aids
A slide projector or computer
Main projector in Teaching
Step 1 Greeting and Revision as usual
Step 2 Word study
Ask the students to match the words and phrases to right expressions individually. Check in pairs and then check with the whole class.
Step 3 Language focus
Ask the students to read the dialogue and underline the verbs that express future.
Let the students study the example.
Make sure they understand what to do.
Ask the students to check in pairs.
Check with the whole class.
Summary: The Present Continuous Tense may be used for future actions.
Ask the students to read aloud the dialogue again in pairs.
Ask one or more pairs to act it out.
Step 4 Practice
Ask questions about how things were done in the past,
how they are done today, and how they will be done in the future, e.g.
How did people travel in the past?
How do people travel today?
How will people travel in the future?
Step 5 Practice
Study the example first.
Then ask the students to write a paragraph for each column.
Ask four or more students to report their paragraphs.
Step 6 Consolidation
Ask the students to talk or make sentences about their future plans using the Present Continuous Tense for future actions.
Step 7 Summary
Help the students to generalize the use of the Present Continuous Tense for future actions.
Step 8 Assignment
1.       Revise the grammar
2.       Write their passages in the exercise book.

4th period
Teaching aims
1.       Do some reading and talking
2.       Learn and master: combine task
3.       Learn to write English letters
Important Points in Teaching
1.       Learn about eco-travel
2.       Learn to express themselves in the group discussion in English
3.       Revise and learn how to write English letters
.Difficult Points in Teaching
1.       Express themselves in proper English
2.       Build up the sense of environmental protection
3.       From the writing habit of English letters
.Teaching Methods
1.       East/careful reading for gist/details
2.       Discussion in groups and writing practice
.Teaching Aids
1.       A slide projector
2.       Macromedia equipment
Main Procedures in Teaching
Step 1 Greeting and Revision
Step 2 Do Reading and Talking
Step 3 Writing
Step 4Assignment
1.       Revise the contents of the whole unit.
2.       Finish off the letters and write them in the exercise book.
3.       Preview the next unit
Unit 4 Unforgettable experience
Period 1. Listening
Teaching objectives and demands:
1.     The activity is designed to encourage students to think about some unforgettable experience and to activate relevant vocabulary.
2.     Ask the students to describe a famous person and give examples of situations the person or the accident happened. Use the activity as a brainstorming session done either in groups or with the whole class.
3.     Language use: Manipulate listening, speaking practice
Key points:
1. Everyday English for communication.
2. Words and useful expressions
Teaching procedures:
Step 1 Warm up
1.  Game:  Ask students to guess what or whom the teacher is talking about.
1)  He invented the first telephone in the world. ---------- Alexander Bell
2)  He is also a great inventor in America. He invented the phonograph and the electric lamp----- Thomas
Edison
3)  He is a Jewish, and he presented the theory of relativity. ----------- Albert Einstein
4)  He is a very famous cartoon maker. He created Mickey mouse. ----------Walt Disney
5)  They are American brothers. They invented the plane. ------------Laite Brother
2. Tell Ss:  We can use attributive clause to describe these persons.
e.g.   Alexander Bell is the person who invented the first telephone in the world.
Ask Ss to give other four sentences using the attributive clause.
Tell Ss:  All of these people are unforgettable, because what they did have developed human beings’ life. Then please turn to page 22, and look at the four pictures. Please use attributive clause to describe these persons and things.
1) Zhang heng is the man who made the earliest seismograph in 132.
2) Howard carter is the man who found the King Tut’s tomb in 1937.
3) The Titanic is the ship that/which sank after hitting an iceberg.
4) Beijing is the city that/which has got the chance to host the 2008 Olympic Games.
4. Ask Ss to make up dialogues about these pictures and practice.
e.g.  ---- Do you know the man in picture 1? ---- He is Zhang heng.
---- What made him unforgettable? / How do you know him? ----- he is the man who made the earliest seismograph.
Step 2  Listening
1.  Ask Ss to describe the pictures of earthquake.
2. Brief introduction: Hank Stram lives in San Francisco with his wife and daughter. On October 17th, 1989 a strong earthquake took place and killed over 100 people. He was caught in the earthquake. Here we will listen to two passages about his own experience.
3. Ask Ss to read the questions in part1, and listen to the tape twice. Then ask them to work in groups
to present their answers.
a)  When did the earthquake happen? ---------- 5:15pm
b)  Where was the man driving when it happened? -----------on his way to his daughter’s school
c)  What was the first thing he saw? ---------- the car in front started to move from side to side.
d)  What had he been doing before the earthquake? ---------- he had finished his work and gone to the post office.
e)  What was he going to do? -------- he was going to fetch his daughter from her school.
4.  Listen to the tape again to check and the teacher give necessary explanation.
5.  Read these five sentences in part2, and then listen to the tape twice, then fill the blanks.
a)  I found myself in the dark.
b)  Then I remembered what had happened.
c)  It was clear to me now that I had been in an earthquake.
d)  Then I heard people climbing towards me.
e)   A team of people had come to see if anyone was under the broken road.
6.   Listen again to check and make some explanation.
7.   Ask Ss to tell the whole story (using first, next ,then, finally)
Step3  Exercise in the workbook (Page 103)
Ask Ss to listen to the tape twice and then complete the table.
Name
Chrissy
Jack
Dr. Brown
Ms. Brown
Job
Student
Student
Doctor
Teacher
Address
Tianjing
Beijing
/
Tianjing
Age
19
Young
Old
Middle-aged
Looks
Glasses
Tall
Hat
Purple dress
Evaluation of teaching:
Period 2. Speaking and talking
Teaching objectives
1.Develop the students’ comprehension of explorative passages, especially their ability of speaking
and talking ,analyzing the structure of such kind of articles.
2.Offer the students chances of self-culture by working in groups and seeking information about the
film outside the class.
3. Infuse the students with basic knowledge about the experience
4. Learn some words and useful expressions from the text.
Teaching Approach
1.Communicative Approach should be used throughout the class. Stress should be laid on:
2.Learner-centeredness; learning-centeredness
3.Task-based learning
4.Activity-based teaching (class work; individual work; group work)
Teaching type: Speaking and talking
Teaching Procedure
Step 1. Report in class  A student is asked to report something interesting he or she picks up from
newspaper or magazines.
Step 2.Review and check  Ss have a word dictation and check their homework in workbook
Step 3. Speaking
1.  Read the dialogue in P23 in pairs, and act out.
2.  Give explanations of some phrases in the dialogue.
Be good at: do well in            For fun: not seriously
3.  Ask Ss to find out the expressions about offering help, encouraging others and giving advice.
--- Don’t worry! / Just try / you can do it / Well done! / That was a very good ball.
4.  Introduce them some other useful expressions.
When in danger:  Help!
When in frighten:  It scares me. / I’ m afraid to…
When encouraging sb:  It will be ok. / Come on! / Keep trying. / It’s all right.
5.  Ask Ss to describe the three pictures on P23. Then the teacher introduce the three different situations.
Pic1. You have just been saved from a terrible earthquake and you worry about your family.
Pic2. Your neighbor will take cars of your favorite pet while you go on a holiday.
Pic3. Your house is on fire but there is still a little girl sleeping in the bedroom on the second floor.
Then ask Ss to make dialogues according to these situations, using these useful expressions, and choose several pairs to act out.
Step 4. Talking
1.  Give the Brief introduction of the situation: one discovered the tomb of a Chinese King while he was working. He went in and had a look, but didn’t touch anything. Then a scientist came 3 days later, so they began to talk about the tomb.
2.  Role-play: Ask Ss to work in pairs to make up a dialogue. One acts the person who find the tomb. The other one acts the scientist from Beijing. They can read questions on P103 first, and then choose some of them to make up their dialogues.
Step 5. Homework
workbook
Revise the key points of this Unit.
Evaluation of teaching:
Period 3. Reading
Teaching objectives
1.         Develop the students’comprehension of reading explorative passages, especially their
ability of analyzing the structure of such kind of articles.
2. Offer the students chances of self-culture by working in groups and seeking information about the film outside the class.
3.    Infuse the students with basic knowledge about the friend and friendship
4. Learn some words and useful expressions from the text.
Teaching Approach
1.Communicative Approach should be used throughout the class. Stress should be laid on:
2.Learner-centeredness; learning-centeredness
3.Task-based learning
4.Activity-based teaching (class work; individual work; group work)
Teaching type: Reading comprehension
Teaching Procedure
Step 1.  Pre-reading
1. Tell Ss: Do you remember Hank Stram’s terrible experience? He was trapped in the earthquake for
about 14 hours .It is really an unforgettable experience for him. As we all know, the earthquake is a kind of natural disasters. Then can you list some other natural disasters?
2.  Write down their answers on the blackboard---- Flood, Typhoon, Hurricane, Volcanic eruption, Thunder storms, Snow storm, Fire …
3.  Tell Ss: Among these disasters, I think most of us have experienced the Typhoons, right? Then can you describe what it was like and how you felt?  Ask some Ss to give their ideas.
4.  Pose question:  If you are riding a bicycle on the road, and the typhoon is coming, then what would you see / feel / do? Please use first, next, then, and finally in your description.
Ask two or three Ss to give their description.
5.  Pose question: Have you ever experienced such natural disasters?
If yes, ask them to describe. If no, ask them to use their imagination and discuss in groups to describe what would they see / feel / do in other situations. Then choose several groups to present their ideas using first, next, then, and finally.
Disaster
Typhoon
Flood
Earthquake
Fire
Situation
You’re riding a bicycle on the road.
You’re in the classroom.
You’re sleeping in your bedroom.
You’re shopping in a supermarket.
What would you see / feel / do?
First, …
Next, …
Then, …
Finally, …
First, …
Next, …
Then, …
Finally, …
First, …
Next, …
Then, …
Finally, …
First, …
Next, …
Then, …
Finally, …
Step 2. While-reading
1. Pose a question: What is the text about? --- About how Flora and Jeff rescue themselves in the flood.
2. Listen to the tape once, and ask them to answer questions:
What happened to them finally? ---- Survive
How did they make it? ---- Stay in the room with a chimney
Why? --------It’s the strongest part of the house. (Para 8 and Para 11)
3. Ask Ss to read the whole passage carefully, and then fill in the table below.
First
What did she see and feel?
Next
What did they do in the first and second wave?
Then
What happened when another wave came?
Finally
What happened to them?
4.  According to the table, ask Ss to catch the main idea of the whole story. Choose some Ss to retell.
5.  Language study
Paragraph 1
1)  Heard somebody shouting / saw Jeff running
See / hear sb doing -------- I heard him singing next door last night.
See / hear sb do ------- I heard him sing next door.
Compare the differences between the two.
2) The attributive clause: it’s a part of a sentence, and tells us which person or thing(or what kind of person or thing)the speaker means.
3) Look around:
4) Roar: (n) loud and deep sound of a lion ,thunder, or a person in pain
(v) make loud and deep sound
5) Advance:  (v) move forward or develop --- Our troops ~d two miles.
---- The water is ~ing on/upon/towards her.
(n) in advance: beforehand --- if you want to come here for your holiday, please call me ~.
6) Be upon: be close to
Paragraph 2
7) Seize: take hold of suddenly and violently
Paragraph 3
8) Sweep : clean and clear away --- e.g.  sweep the dust from the carpets
sweep down: knock down by the water
sweep away (Para 9)—e.g.  s~ the dead leaves
9) Swallow: allow to go down the throat, here means she was taken in by the  water and disappeared.
10) Drag: pull along with effort and difficulty
11) Go down :go lower; set ---- e.g.  The price of egg has gone down.
The sun is going down.
Here means they were swallowed by the water
Go through: pass --- e.g. A terrible noise went through the house. (Para 10)
experience, suffer --- e.g.  ~ hardships
Paragraph 4
12) Against: indicating support and close --- e.g. place the ladder ~ the wall
13) Struggle: make great efforts
Struggle against --- e.g. ~ against difficulties
14) Get on her feet: stand up
15) Fight for her life: try her best to rescue herself
16) Look into: stare at--- e.g.  Jeff and Flora looked into each other’s face.
examine, investigate --- e.g.  ~ a question
17)  With a look of: here look is a noun, and means appearance on one’s face
18) Fright: fear ----- e.g.  give sb a ~;  take ~ at sth
Frighten (v) :scare ---- e.g.  The great noise ~ed me.
Paragraph 6
19) Flow: move along as a river does ------ e.g.  Rivers ~into the sea.
The tears ~ed from her eyes.
Paragraph 7
20) Strike: hit, give a blow to   ---- e.g.  ~ while the iron is hot.
The clock is ~ing 12.
21) Cracking noise: When the house was broken with lines of division, it made such sudden sharp noise.
Paragraph 8
22) Fall down: crash, break down        /fail --- e.g.  ~ on one’s promise
Paragraph 9
23)  Noun + after + Noun : indicating the succession.  Tree after tree; day after day; year after year
24) Must have done: He is sleepy this morning. He must have slept very late    last night.
Must be doing: e.g.  I hears loud voices next door. They must be quarrelling.
Must do:  e.g.  He is Tom’s best friend. He must know his E-mail.
Step 3.  Post-reading
1) Ask Ss to find these sentences below and then work out what the underlined words refer to?
Before she could move, she heard a loud noise, which grew to a terrible roar. -------a loud noise
There she saw a wall of water that was quickly advancing towards her. ------behind her
She wanted to watch it. --------- a wall of water
Flora, whose beautiful hair and dress were all cold and wet, started crying. ---------- flora’s
For some moments both were silent. --------- Jeff and Flora
2) Do the exercises in page26
Step 8. Homework
workbook   Reading
Revise the key points of this Unit.
Period 4.  Grammar
Teaching aims and demands
1.     The students are asked to master the Grammar :
2. Integrating Skill: reading
3. Oral practice: manipulate oral practice relevant to the reading material.
Key points: grammar and reading
Teaching methods: Reading —Sentence structure----explanation
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of the previous lesson.
Step 2. Warming up
Play a game: The teacher describe sb or sth and ask Ss to guess.
If a person likes reading very much, we call him a bookworm.
If a person loves to play or watch sports, we call him a sports fan.
If a person often works very hard, and seldom stop working, we call him a workaholic.
If a person often spends a lot of time watching TV, we call him a cough potato.
If a person can communicate with you on the Internet, we call him an e-pal.
If a machine can tell us time, it is a watch or a clock.
If a machine can fly in the sky, it is a plane.
Step 3. Lead in
1. Tell Ss: We can use the attributive clause to describe these persons and things.
e.g.  A bookworm is a person who likes reading very much.
A plane is a machine that / which can fly in the sky.
Ask Ss to use the attributive clause to describe the people and things that you have guessed in the warming up.
A sports fan is a person who loves to play or watch sports.
A workaholic is a person who works very hard.
A cough potato is a person who often spends a lot of time watching TV.
An e-pal is a person whom / who we can communicate with on the Internet
A clock is a machine which / that can tell us time.
2. Tell Ss: In the attributive clause, we will use the relative pronouns. when we talk about people, we can use who, whom, whose and that. When we talk about things, we can use which and that.
3.Give explanation and examples.
1) She looked at Jeff who was waving his arms. ----- She looked at Jeff. Jeff was waving his arms.
2) The man to whom you talked is Mr. Li. ----- The man is Mr. Li. You talked to the man.
3) The story that / which you read is “ The Rescue”. ---- The story is “The Rescue”. You read the story.
4) Do you know the boy whose parents are on holiday? ---- Do you know the boy? The boy’s parents are on holiday.
4. Then ask Ss to make up sentences, using the attributive clause to describe other people and things as we did above.
5. Do the exercises 1 in P26 and P105 ----- fill the blanks
6. Ask Ss to combine two sentences into one ,using the attributive clause. (exercise 2 in P105)
Step 4 Homework
Finish off the work in work book
Try to write a news story in about 100 words
Revise the grammar
Evaluation of teaching:
Period 5. Integrating skills
Teaching aims and demands
Integrating Skill
Grammar and writing
Get the students to write an email
Key points: 1. Useful expressions;  2.writing   3.grammar
Teaching methods: Written practice and grammar.
Teaching procedures
Step 1. Revision
(1) Check the work exercises.
(2)A test for unit 4
Step 2 Post- Integrating skill
1. Listen to the tape once, and pose questions:
what is the passage about? ------ about a travel
where do they travel? -------- Sichuan Province (Mount Emei, Leshan)
2. Read the whole passage again, and then fill in the table on the blackboard.
Going on a trip to Leshan and Emei
The reason
Go on a holiday; not far away
Preparation
Call a travel agent; with two friends; take bottles of water, apples, oranges
What to see in Leshan
The Buddha-------- big, taller than the highest building in their village
What to see on Emei
Monkeys--- not afraid of man; naughty ---- exciting
Temples and forest ---- beautiful
How to get to the top
Maybe on foot
3. Ask Ss to red again and then retell the whole story according to the table on the blackboard.
4.  Give necessary explanations
Ask Ss to find out all the attributive clause and the linking words
Encourage Ss to use such clause and linking words.
Step 3. Summary in Unit 4
Ask Ss to talk about their own travel or some unforgettable experience
Step 4  Writing
Ask the Ss to write an article on an experience to some place.
Do the reading in P106
Assignment: write an essay about an unforgettable experience of the Ss’
Step 5. Homework
(1) Finish off the exercises in the workbook.
(2)Write an email into my email-box.
(1)  Summary the key points in this unit
Evaluation of teaching:
Unit 5 The Silver Screen
Period 1.Warning –up and Listening
Teaching objectives and demands:
1.The activity is designed to encourage students to Use the activity as a brainstorming session done either in groups or with the whole class and activate relevant vocabulary.
2.Language use: Manipulate listening, speaking practice
3. Interview the headmaster and other teacher about the school rules and the ways to learn all the subjects
Key points:
Goal: In this lesson, students will enhance their listening and speaking abilities through talking about films.
Objectives:1. In this lesson, students will be able to describe the movie pictures
2. In this lesson, students will be able to catch the main idea of the listening material and specific details according to the requirement.
Material/resources: blackboard, tape-recorder, tape, textbook
Teaching procedures:
Step 1  Free talk
1. T: Do you like seeing films?
Do you often go to the cinema to see films or just stay at home to see films on TV?
This summer what films did you see?
(ask students to discuss and answer these questions)
2. T: Good films are always popular all over the world. People from different countries, with different background all like films. In this unit, we’ll focus on the silver screen, talking about successful films, famous actors and actresses, and great directors.
Step 2  Warming up
1.  T: There are different kinds of films. What kind of film do you like?
Write students answers on the blackboard. （comedy, action, animation, horror, historical, war, science-fiction…）
2.  Ask students to look at the picture of Hero
T: Is this picture quite familiar to you? I believe most of you have seen this film, for it is directed by Zhang Yimou and acted by many movie stars. Can you tell me what kind of film it is based on your knowledge?
Ask students to describe the picture with questions below
Q1: What is happening in the scene?
Q2: What do you think happens before this scene?
Q3: What do you think happens after this scene?
3.  Group discussion
Divide the whole class into 3 groups, each group discussing one of the rest three pictures in the text through their observation and imagination.
Step 3  Listening practice (in the workbook)
1.Brief introduction: You will hear three conversations in which some people are talking about their favorite films and film directors. Listen careful and complete the chart below.
2.Ask students to go over the chart, and know what type of information they will listen for and what they should note down. Then listen to the tape for a first time, and try to understand the general meaning of this material, and pay special attention to specific information.
3.Listen for the second time and write down the information according to the requirement of the exercise.
4.  Listen for the third time and check the information and the teacher does some explanation if necessary.
Jennifer
Alex
James
Title of the film
AI
Spiderman
Shower
Director
Steven Spielberg
Sam Raimi
Zhang Yang
What is the film about?
A robot that wants love and becomes a real boy.
The good fighting against the bad.
An old bathhouse where people make friends. When the bath-house close, friendships are lost forever,
His/Her opinion
It’s a simple but strong story.
It’s very exciting and funny.
It’s a sad film.
5. Ask students whether they have seen any of the films Jennifer, Alex and James talk about or other films directed by the film directors they mention. Give opinion about these films.
Step 4  Closure
Lead the whole class to discuss and give opinions about films they have seen.
Assignment
1. Read new words and expressions in Unit5.
2. Cooperate in groups of 3-4, think about a scene if they direct a film, and then write a short dialogue of that film scene and act it out.
Step 5. Homework
(1) Finish off the exercises of  Unit 5 in the workbook.
(2) Revise the key points of this unit.
(3)List the friend they get to know in class and write down some thing they want to know.
Evaluation of teaching:
Period 2. Listening and Speaking
Teaching aim and requirements  (教学目标和要求)
Goal: In this lesson, students will develop the knowledge of Merly Streep and Keanu Reeves.
In this lesson, students will practise their skills of interviewing.
Objectives:
1.In this lesson, students will be able to retell the life of Merly Streep and Keanu Reeves.
2.In this lesson, students will be able to complete a chart related to the text.
3.In this lesson, students will be able to act out an interview.
Emphases of teaching(教学重难点)
1、 How to make the students be active to express their own ideas.
2、 How to help the students understand the long sentence in the text.
Teaching aids(教学手段)   Multimedia in English teaching and learning(多媒体手段教学)
Teaching Procedures(教学过程)
Material/resources: blackboard, tape-recorder, tape, textbook
Procedures
Step 1  Lead in
1.  T: In last lesson, we talked a lot about films. Of course those films are very popular and successful. What does the success of the films bring to actors or actresses?
(Ss: money, fame, reputation,…and interview)
2.  T: What questions will you ask when interviewing an actor or an actress?
Ask students to discuss in groups and collect as many questions as possible.
Step 2  Listening (on P29)
a. Ask students to look at questions in the listening part, and listen for the general idea and find out the answer to the question: Who are the two speakers?
b. Ask students to listen for the second time and find out the specific information to the following questions and fill in the blanks.
1. What do we know about the city where Malcolm grew up?
It was  a small town far from the big city .
2. What did he want to be when he was a student?
He wanted to be a teacher             .
3.  What was the reason why Malcolm studied law?
The reason   his father wanted him to study law   .
4.  When did Malcolm really start his career in the theatre?
When    Malcolm met Fiona, he started his career in the theatre    .
5. Why was the film called The Dream Machine important to Malcolm?
It was    important because he did not have any experience     .
c. Check students’ answers.
Step 3  Speaking
a. T: Awards are very important to those actors and actresses, which show the audience’s or experts’ acceptance and appreciation to their performances.
Q1  Can you tell me some famous awards to the films in the world?
Q2  Can you tell me some famous actors or actresses that have won the Oscar?
T: Today we will look at a famous actor and a famous actress who are very successful in their acting career.
b. Divide the whole class into 2 groups. Students in Group A read the biography of Merllly Streep while students in Group B read the biography of Keanu Reeves. Then fill in the table below respectively.
Name____________________      Schooling______________________
Beginning of the acting career__________________    Films____________________
Achievement________________________________
c. Check the information and explain some words and useful expressions in and below the biographies.
1) While still a student, she played roles in many plays.
While still a student= while she was still a student
Play a role in: play a part in
e.g. Telephones are playing an important role/part in our daily life.
2) Meryl Streep made her first film, called Julia in 1977.
called Julia: past participle phase used as the attribute to modify film
3) Academy Awards (Oscars): the main national film award in the USA. The Awards are granted annually by the Academy of Motion Picture Arts and Sciences. The Awards ceremony takes place in Hollywood every Match.
4)  a. Interviewer can use following expressions to interview in good order
You studied/worked/acted at different…
First…, and then…         Later on…            Finally you found a job as…
b. Interviewer can pose such questions to the interviewee
What did you do next?
What made you decide to…?
What roles did you act?
How long have you been working as…?
c. Interview
Ask students to work in pairs and imitate CCTV’s interview program-----Life of Art,     one acting as the host with suggested expressions in the text and questions When and where were you born? How many films have you acted? Which one is your favorite?
One acting as the guest---Merly Streep or Keanu Reeves with information in the short biography and in the Notes in the textbook.
Choose some pairs to act out the interview; while one pair is interviewing, the rest of the class act as the audience and can raise questions to the guest.
Step 4  Lead students to discuss following questions
Why ate they so popular and successful?
What is needed to be an actor or actress?
Would you like to be an actor or actress one day? Why?
Assignment: Look at talking exercise on P109 and have a discussion about the copy right.
Step 5 Homework
Finish off the reading in Unit 5
Period 3. Reading
Goal: In this lesson, students will develop the knowledge and understanding Steven Spielberg as a director.
In this lesson, students will improve their speaking and reading abilities.
Objectives:
1.  In this lesson, students will be able to analyze and give reasons why DVD should be sold expensive or cheap.
2.   In this lesson, students will be able to summarize the whole passage.
3.   In this lesson, students will be able to identify new words and expressions appeared in the text.
Material/resources: textbook, tape-recorder, tape, blackboard, film posters
Procedures
Step 1  Role-play
a. T: Yesterday we mainly dealt with those film actors and actresses, and we also act as two Hollywood stars---Merly Streep and Keanu Reeves. We now have a better understanding of these people, but there is a problem with them. With fast Internet connections and computers with DVD player, people download and watch films online. Nobody wants to pay high price for a VCD or DVD; instead, they buy discs for five to ten yuan. So what do you think about this problem? Do you think the DVD should be sold expensive or cheap?
b. Ask students in groups of five to act out a TV talk show discussing this problem according to the requirement of Talking exercise1 on P109.
Step 2  Pre-reading
Ask students to act out the scene in their own film which was assigned two days ago and explain their scene.
T: Through your personal experience, you see directing is a very interesting but hard job. Today we will have a close look at one person who takes up this job. Steven Spielberg, a quite outstanding and world-renowned director.
Step3  While-reading.
a. Show five posters of Steven Spielberg’s films mentioned in the text.
(Jaws, ET, Jurassic Park, Schindler’s List, Saving Private Ryan) (See Posters on next page)
Ask students to discuss in groups and guess what the film is mainly talking about and what the theme of the film is.
b. Skimming
Ask students to read Para3-6 quickly and find out the information about these films and compare it to their imagination of the films. Then fill in the chart in Post-reading. (better use attributive clause)
Films
Information of the film
Jaws (1975)
Jaw is about…(a big shark that attacks and eats swimmers).
ET (1982)
(ET is about a little creature that comes from outer space and wants to go home.)
Jurassic Park (1993)
(Jurassic Park is about an island where a very rich man keeps all kinds of dinosaurs.)
Schindler’s List (1993)
(Schindler’s List is about the cruelty of war/a German who saved thousands of Jewish people from being killed in the war.)
Saving Private Ryan (1998)
(Saving Private Ryan is about the cruelty of war/an American captain who led his team to search for a soldier named Ryan.)
c. Play the tape and ask students to go through the whole passage, then divide it into several parts and summarize the main idea of each part.
Para1: Spielberg’s childhood
Para2: Spielberg’s beginning of his career as a film director
Para3-6: his famous films
Para7: his secret of success- his family
d. Explain some important words and difficult language points.
Script: n. text of a play, film, broadcast, talk, etc    e.g. a script editor
v. write a script for (a film, play etc)      e.g. a film scripted by a famous novelist
Win a prize  e.g. She won first prize in the 100 meters race.
The reason why… is that…    e.g. The reason why many people want to buy it is that the price is low.
Studio: place where cinema films are acted and photographed
pl studios
Take off: 1)suddenly become successful or popular       eg. The new dictionary has really taken off.
2)(of a plane) leave the ground and begin to fly
3)leave hurriedly or suddenly     eg. When he saw the police coming he took off in the opposite direction
blockbuster: book or film strongly promoted by its producers to increase sales
Afraid    be afraid of sb/sth
be afraid to do sth / be afraid of doing sth
be afraid of ding sth / be afraid+ that clause
I’m afraid…
Go wrong: experience trouble    eg. The experience went disastrously wrong
make a mistakes      eg. If you read the instructions, you’ll see where you went wrong.
(of a machine) stop working properly
When asked about the secret of his success, Steven Spielberg said that he owes much of his success and happiness to his wife and children.
When asked about…=when he was asked about…
Owe…to…:1)recognize sb/sth as the cause or source of sth; be indebted to sb/sth for sth
eg. He owes his success more to luck than to ability.
2）be in debt to sb         eg. I owe ten dollars to my father.
3 ) feel gratitude to sb       eg. We owe our parents a lot.
After that it still took seven years before they finally got married.
Before:
Step 4  Post-reading
Ask students to answer questions1-4 in Post-reading.
1. Why did Spielberg study English instead of film?
2. Why were people who saw the film Jaws afraid to swim in the sea?
3. How important is his family to Spielberg’s career?
4. What have you learnt from reading about Spielberg?
Step 5  Closure
In this lesson, we focus on the famous director Steven Spielberg, having some knowledge of his childhood, his films and his family. But what we should do is not to envy him, admiring him about his talent, his achievement, but to learn his spirit, his personality.
Lead a class brainstorming of what we can learn from Steven Spielberg, using following sentence patterns.
I have learnt that…
I think …
I realize …
Assignment: 1.Do Word-study on P12-13 and Vocabulary on P110.
2.Review the attributive clause we have learned in Unit4 and preview the grammar in this Unit.
Step 6 Homework
Review the story and get more information for the computer on the director
Try to write or digest some information from the Internet.
Period 4.  Grammar
Goal: In this lesson, students will improve their knowledge of attributive clause.
Objectives: 1. In this lesson, students will be able to distinguish the attributive clause.
2.In this lesson, students will be able to use the attributive clauses with when, where, why and a relative pronoun with a preposition correctly while making sentences.
Material/resources: textbook, blackboard, a film poster
Procedures
Step1  Homework-checking
a. word study :all the missing words are about films. Can you guess what they are?
1.To most actors and actresses, the Oscar is the most important award.
2.In Speed,Keanu Reeves played the role of the brave policeman who saved the lives of the people on the bus.
3.Who do you think is the best director  in China, Zhang Yimou, Chen Kaige or Feng Xiaogang?
4.The script was so well-written that the famous actress accepted the role at once.
5.A film studio is the place where films are made.
6.While watching Titanic, most people couldn’t help crying when it came to the scene in which Jack saves the life of the girl but dies in icy water himself.
7.Film companies often make follow-ups to films that have been very successful, such as Speed , Jurassic Park .
b. Ask students to check exercises in Vocabulary on P110.
Step 2  Lead in
1. Ask students some questions such as What Chinese directors do you know? What are their well-known films? Then write down the key words to these questions. Then ask students to use these words to make a sentence using attributive clause, and review attributive clause with pronouns.
For example:   Zhang Yimou      Hero
Zhang Yimou is the famous director who successfully directed the film Hero.
Zhang Yimou whose film Hero is very successful is a famous director in China.
Hero is a successful film which /that is directed by Zhang Yimou.
2. Ask students to underline the sentences with attributive clause in the reading text and sort them. Then ask them to work in groups to compare the differences between them.
Step  3  Attributive clause
a..1). Explain the attributive clauses with adverbs where, when, why using sentences in the textbook.
Jurassic Park is about a park where a very rich man keeps different kinds of dinosaurs.
1958 was the year when Spielberg made his first real film.
The reason why Spielberg could not go to the Film Academy was that his grades were too low.
Tell Ss : You can join sentences with where when you mean “at that place”, and use when if you mean “at that time”. Sometimes why is used after the word “reason”.
2)Then ask them to make sentences using attributive clauses with where, when and why respectively.
3)Ask students to do Exercise1 on P33
Complete the following sentences using which, why, where or when.
1.    Hangzhou is the place   where    I went last summer.
2.       He read the book    which    his sister had told him about.
3.       The reason   why   Peter is so happy is that he passed the exam.
4.       I remember the day   when   my father died. I was only ten years old at that time.
5.   Please give me the reason  why   you were late this time.
6.   I will go back to the place   where  I grew up and live there forever.
b. 1) Explain the attributive clause with prepositions
The woman who/whom Spielberg is married to is an actress.
The woman to whom Spielberg is married is an actress.
Tell Ss: When you use a relative pronoun with a preposition, you have two choices, and placing the preposition before the relative pronoun is more formal.
2) Show a film poster and ask students what film it is, and who is the main actor. Then ask them to make sentences by using attributive clauses.
For example
Hero is a historical film which Li Lianjie plays the main role in.
Hero is a historical film in which Li Lianjie plays the main role.
3) Ask students to do Exercise3 on P33-34. Then ask them to answer them in the class.
Use a preposition and a relative pronoun, whom/which, to complete the following sentences.
1.  The book   about which   I heard was written twenty years ago.
2.  The people   to whom   the man spoke weren’t listening.
3.  The film   during which   I fell asleep was very boring.
4.  The pen    with which   she wrote that book can now be seen in a museum.
5.  The little creature   in which   scientists are interested is known as ET.
6.  The gun   with which   he was shot was never found.
Step 4 Ask students to choose an actor or an actress or a director they are familiar with and write some information about him or her, encouraging them to use the attributive clause while making sentences.
Assignment: Do Exercise2 on P33 in the exercise book and hand it in.
Do Exercise1, 2, 3 in the Grammar part on P111.
Compose a short passage about an actor or an actress or a director they are familiar with, using the sentences they write in Step6.
Step 5 Homework  Write some sentences in text with the attributive clauses
Period 5 Integrating skills and writing
Goal: In this lesson, students will develop their ability of analyzing and giving opinions.
In this lesson, students will improve the multiple skills of listening, speaking, reading and writing.
Objectives: 1. In this lesson, students will be able to comprehend the giving biography of Jackie Chan by answering questions.
2. In this lesson, students will be able to tell the elements of a review.
3. In this lesson, students will be able to use some sentence patterns to make  sentences to comments on a film.
4.In this lesson, students will be able to write a short passage of a film review.
Material/resources: textbook, blackboard, tape, tape-recorder,
Procedures
Step 1  Homework-checking
Ask some students to read their short passage about a(n) actor/actress/director. After that, the teacher makes comments on their composition, appreciating their works while pointing out their weakness and mistakes and guiding them to check it correctly.
Step 2  Reading
T: You have done a good job in writing a biography of a famous person, especially using attributive clauses. Today you will read a biography of another famous person on the silver screen, a Chinese who went to Hollywood to develop his acting career.
Ask students to read Movies Across the Pacific on P112 and answer Q1, then discuss Q2-5 in groups.
Step 3  Reading and writing—Not One Less
a. Play the tape and ask students what kind of article this text Not One Less is.------a film review
b. Ask students to read the text Not One Less quickly and complete the table on P35 with the information from the text
Title:___________Title______
DireDirector :___________
What’s the film about? Tell the story in your own words.
Does the film have a happy ending? How?
What do you think about the story of the film? Why?
How do you feel about the ending of the film? Why?
c. The teacher explain some difficult language points
Step 4 Writing
a. Ask students what items we should remember when writing a review about a film.
b. Ask students to go through the tips on how to make comments on a film on P35 and have a clear mind of how to write a film review.
c. Group discussion
Ask 4 students in each group choose a film they have seen and discuss about the film.
Use the following sentence pattern to describe the story.
The film … is about …
Use the following sentence pattern to give personal opinion on the film.
I like/don’t like this film because…
Then cooperate with the group members to write a short film review.
d. Choose some groups to read their film review, then guide students to find their mistakes by asking them questions.
Step 5 Make a conclusion on how to write a film review
Assignment  Ask students to write a review about their favorite film, following the steps they have learned in the class.
Step 6 Homework
To summary what you learn in this Unit and have a test
Unit 6 Good Manners
Period 1.Warning –up and Listening
Teaching Aims and Demands:
① To learn some expression of apologies and response properly to apologies.
② To listen focusing on key words and important sentences
Ⅰ.Warming up: step 1
① To invite two pairs to play two short plays.
First, Situation 1
Because today is A’s birthday, she wants to invite B to her birthday party. In the morning, A meets B on the way to the school. A invites B, but B’s father have told B that he must look after B’s younger brother at night. So B can’t go to A’s party. B apologizes for it and wish A happy birthday.
Situation ②
Between class, A is running around the classroom. At that time, B drops his pen and A steps on it and breaks it.
Step 2
Look at the 4 pictures on the page 36.
1) What do you think is happening in every picture?
2) Can you make a dialogue for every picture?
Complete the dialogues with proper words according to the situation given.
Step 3
Discuss in groups, What are good manners?  After discussion, fill in the next table
Good manners
Bad manners
Ask Ss:
Do you think you are a person with good manners? Can you tell us a story as an example?
Ⅱ.Listening.
1) Listen to the tape with this question
How many times does Bill apologize?
2) Listen to the tape for the second time, summarize two problems
3) Listen to the tape for the last time and fill in the blanks. Check the answers and exercise the expressions of apology.
4) Workbook: Listening
Ⅲ.Homework: Make two dialogues with your partner about apologies.
Period 2. Speaking and Talking
Teaching Aims and Demands:
① To use the expressions of apologies and possible answers freely through
some situations.
① To distinguish what good manners are and what bad manners are
Step 1 Speaking. Practice different expressions. For example:” Forgive me, I’m very sorry!” is quite formal. While “Oops, Sorry about that” is a very informal way. To help students understand that in what situations they should use formal expression and in what situations they should use informal
expressions.
In these exercise, Ss have to imagine themselves at a party. Everyone is very polite. They should talk to each other politely and make excuse when troubling others. Then ask Ss to work in groups and consider the following three situations.
Sample:    Dialogue 1
A: Aren’t you going to introduce me to him?
B: Oh, forgive me. I didn’t know you hadn’t met. Danna, this is Alex.
A: Hi, Alex. Nice to meet you!
Choose three groups to reports.
Step 2Talking
1) Read the following situations carefully
2) Divide the whole class into 6groups. Every two groups make a dialogue. One is Pros and the other is Cons. Every group should list their opinions to try their best to persuade the other group. Discuss in groups.
3) According to their opinions, two groups make a dialogue. They should be against the opinions of the other group and give their opinions.
Ⅱ.Homework:
1) Choose one of the situations in Talking to write a dialogue
2) Preview Reading
Period 3. Reading ⑴
Teaching Aims and Demands:
① To get to know the western talk manners
② To compare Chinese table manners with western table manners
③ Improve the reading ability of the Ss, especially the skills of summarizing and scanning.
Step 1  Warming up
1) Teacher tells a story of a Chinese at a western dinner party who made a fool of himself due to the lack of cultural background. The story is: Once a Chinese was invited to an American dinner party. When he saw the napkin on the table, he tied it around his neck just as Chinese parents do to their children when they’re fed. As a result, he made a fool of himself.
2) Teacher then presents the tools on the table and shows how to put these knives and forks and how to use them. Then ask one student to imitate.
3) Brainstorming  Judge these manners. Which are good and which are bad.
◇    Can you speak with your mouth full?
◇    Can you use your hand to take food from the plate?
◇    Is it polite to touch the glasses when you toast?
◇    Is it polite to persuade others to drink up after toasting?
4) Do Pre-reading, discuss in groups
Situations
Rules for being polite in Chinese culture
At a dinner party
Greeting your teacher
Receiving a birthday present
Paying a visit to a friend’s house
Ask three Ss to finish this table.
Step 2 Reading
① Ss do scanning for exercise 2(3minutes for scanning) In what order will the following dishes be served at a western dinner party? dessert   drink   main course  starter   soup
summarize the main idea of every paragraph  (答案见教参P136)
② With following questions, listen to the tape and read carefully.
1). Instead of a hot, damp cloth, napkin is often seen at the Chinese dinner party nowadays. What sign do you think it implies? How can you use it?
2). What do soft drinks refer to? Is white or red wine a soft drink?
3). Do people say anything or keep silent when drinking to one’s health or drinking a toast? What do you usually do if you drink a toast?
Ask some Ss to answer these questions and do exercise 3
Homework:
1). Do practice on P116-117
2). Preview languages study and grammar
Period 4
Reading ⑵
Teaching Aims and Demands:
① To learn some useful expressions about table manners.
② To learn some useful words and sentences
Step 1  Carefully Reading
1). Explain some words and expressions( apologize, table manners, impression)  (See the teacher’s book in P121-122,P127-128)
2). Analyze some complex sentences( In China, you sometimes get a hot, damp cloth, to clean your face and hands, which, however, is not the custom in Western countries).  (See the teacher’s book in P121-122)
3). Sum up the text
Finish the exercise 2 on P40
①custom    A.. long, thing, curly strips of pasta; usually used in Chinese and Italian cooking
②toast  B. a pair of thing sticks which people in China and Far East use to eat their food with
③breast     C. slightly wet
④dishes     D. center.
⑤middle    E. a practice followed by people of a particular group or region
⑥damp     F. a utensil consisting of a small, shallow bowl on a handle, used in preparing, serving, or eating food
⑦chopsticks     G. the supper part of your chest; the front part of a bird’s body
⑧tender    H. the hard parts inside your body and all the animals’ which together form the skeleton
⑨spirits    I. Food that is prepared in a particular style
⑩noodles   J. easy to cut or chew; sb.or sth that is tender expresses gentle and caring feelings
⑾spoon   K. the act of raising a glass and drinking in honor of or to the health of a person or thing
⑿bones       L. strong alcoholic drinks such as whisky and Chinese Maotai
Step 2  Post-reading
1. Discussion:
We are very familiar with table manners in China. But in those years, table manners are slowly changed. Can you point out which manners are also changed? Give some examples.
2. Ask some groups to report
Step 3
①Finish the exercise 2 on P40 and check the answer (ask one student to show his answer).
②Check the answers on P116-117
Homework:  Write a short passage about the discussion.
Period 5 Language Study and Grammar
Teaching Aims and Demands:
① To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-
② To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.
Step 1.
① Explain the formation of the word and the function of prefixes.
② Do exercise on P40 to point out which of the following words have negative prefixes.
Nonstop  unfold  incorrect  important  understand
Invite  unlucky  impossible  uniform  interesting
③  Matching  exercise
Un-               smoking
Non-              possible
Dis-               able
Im-                like
Answer:  unable, non-smoking, dislike, impossible
④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)
1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.
2). The boy who is unable to finish his work on time felt a bit sorry for himself.
3). Tom and Jack are the only ones in theirs class who dislike football.
4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.
Step 2. Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.
① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.
Non-restrictive:
Lijiang, where I was born , is beautiful. John, who speaks Spanish, works there.
Restrictive:
The village where I was born is beautiful.
People who speak Spanish work there.
② Explain the differences between Restrictive and Non-restrictive
Attributive Clauses.
③ Fill the blanks of this passage with Restrictive and Non-restrictive
In Great Britain today good manners at table include eating with the mouth closed; not letting any of the food fall off the plate; using the knife only for cutting; and not trying to take food across the table. In other parts of the world there are also rules⑴________, but they are not the same as those of Britain. Indeed, the things⑵________ are the things⑶________. In
Arabia, for example, the people at a feast（宴会）take pieces of food with their fingers and belch loudly⑷______.
In the Western countries there are differences between table manners⑸________. In North America it is polite to eat up meat and then put the knife down, take the fork in the right hand and eat with it. Most European people, like the British, keep the fork in the left hand and the knife in the right all the time when they are eating food⑹_____. In the British Isles and Scandinavia(Norway, Sweden, Denmark and Iceland)special knives and forks are used for eating fish. In France, Belgium and Italy, however, it is correct to keep the same knife for every course⑺______.
Table manners of course have changed with time. The earliest meals were also the simplest⑻_______, and everyone took his food from the animal or bird⑼______. The women waited on the warriors（武士）and afterwards ate the food⑽______.
Table manners did not always include quiet behavior. Quarrels often took place at table, an in the 17th century King Louis XIV of France ordered that only the knives⑾_______ should be used to prevent people from stabbing each other while they were eating.
Homework: Finish the exercise on P41 and grammar on P118.
Period 6. Integrating Skills
Teaching Aims and Demands:
①    Deepen the format of letter
②    To know the structure of a thank-you letter
③    To enable the Ss to write a thank-you letter by studying the samples.
Step 1. Warming-up
Lead-in. Writing a thank-you also conveys someone’s politeness or good manners, so when we receive other’s help or gifts, we should write him a thank-you letter.
Step 2. Reading
1.      Scanning
1). Ask Ss to read the text quickly, and then answer this question:
Why does Amy Zhang thank Sam and Jenny?
2). Ask one student to answer this question
2.      Carefully reading
1). Ask Ss to listen to the tape, and imitate the intonation
2). Explain language points: (some important phrases and sentence structure)
think of: ①考虑，关心  ②想起，记得  ③想一想，想象
例：I thought of my hometown when I saw the beautiful scenery.
Be busy with… 忙于做……
例： I am busy with drawing from Monday to Friday.
It is time to… 是时间做……（注意与it is time that…的区别）
例： It is time to go to bed.
After explanation, finish the exercises on P42
Structure of a thank-you letter
Paragraph 1
Thank the people of what they did for you. Give some details about what you liked.
Paragraph 2
Tell the people something about yourself and the things you are doing now.
Paragraph 3
Ask the people for some details about themselves and what they are doing now. Close the letter by repeating your thanks.
Step 3  Listen to the tape with this question. How many countries are mentioned in this passage?
Give Ss five minutes to read the passage and fill the blanks on P119.
Answer other questions.
Homework:
Read the information on P119-120. Write a thank-you letter to the boy. Pay more attention to the structure of the thank-you letter.
新编高一（上）英语新教材说课材料
SEFC Book I   Unit 7 Cultural Relics
一、教材分析
（一）单元背景分析
随着人们物质文化生活水平的提高，曾经一度被忽视的环境已日益为人们所关注，从某种程度上说，环境的优劣已成为衡量生活质量高低、社会进步程度的标志。相对文物而言，其环境的优劣同样影响文物存在的质量。然而，在环保意识不断提升的今天，文物环境并没有得到应有的关注。
文物保存环境是指文物所在的空间及可以直接或间接影响文物保存的各种自然因素和人为因素。在我国，由于受经济条件的制约，自然环境质量的恶化，加上人文环境的影响，文物劣化速度不断加剧，由于环境造成对文物毁坏的例子屡见不鲜，如石质文物风化、金属文物腐蚀、纸张酸度增加、壁（彩）画褪色等等。
文物是祖先留给我们的无价之宝，是金钱买不到的。日用品坏了，可以再生产制造，文物却不同，它不能再生产，再生产出的东西不是文物，是仿制品或赝品，是没有任何文物价值的。文物一旦损坏，就永远不能复原。没有众多的文物史迹，文明古国也就名存实亡，失去其传统的风采和内涵。文物受损后再修复是被动性的保护措施，而主动性的保护就是创造良好的文物保存环境，防治文物受损才是上策。保护文物环境，实际上就是保护文物古迹本身。整治环境不是一件小事，保护文物环境更不是一件容易的事，惟其艰难，需要文物部门付出更多的努力，同时也需要政府和社会的更多支持。所以，我们要好好爱护文物。
（二）教材内容分析
本单元话题——文物古迹（Cultural relics ）历来是全世界较为关注的焦点之一，尤其是在伊拉克战争中，大量代表古人类文明的文物、古迹惨遭破坏，甚至毁灭！本单元所采用话题构成了一个现代意义十足的时尚理念，能够充分唤起学生的参与欲望。单元内容极具生活化，富有活力，体现了本套新教材的一个重要特征，即紧扣时代脉搏，富有时代气息。Listening 开门见山向我们介绍三个cultural sites，并要求根据所听内容熟悉各自的重要性，以及人们为保护这些文物古迹所采取的措施；Speaking则要求我们制作一个即将被送入太空的、内含能代表中国文化的五件物品的“cultural capsule”，让学生成为主体，充分发挥他们的思维、展示他们无限的想象力；Reading通过对俄罗斯著名城市——圣·彼得堡有关史实的介绍，以“A City of Heroes”为标题讴歌了圣市人们为保护历史文物和重建家园所作的一切；Writing进一步要求学生以主人翁的姿态致信报社编辑，反映当地文物古迹遭损受毁的情况，呼吁全社会行动起来，为保护人类文明遗产尽一份力。整个单元自始自终围绕保护代表人类历史与文明的文物古迹这一主线。话题反映了《课程标准》所提出的“向学生渗透人文理念和注重对学生文化意识的熏陶”要求，非常具有现实教育意义，教师利用素材不但可以传授英语知识，而且可以在教学过程中通过渗透的方式将文物保护知识有机地渗透于每堂课的课堂教学之中，培养学生爱护人类文明、保护文物古迹、热爱伟大祖国的思想品德。
（三）教学重点、难点
1. Functional Items：Ways of giving advice or making suggestions.
2. Topic：Talking about cultural relics, including ways of protecting them.
3. Word-formation：“re + V.”（eg. rebuild, replaced, recreate）.
4. Key words and expressions：select, represent, in history, be kept as, give in(up), in ruins,
in pieces, bring … back to life, etc
5. Structure (Grammar)：The Passive Voice (I) — The Present Perfect Passive Voice
6. Writing：Write a letter to the editor on a certain cultural site, suggesting ways of
protecting the cultural relics.
【 “现在完成时”是中学阶段英语语法教学的重点，也是难点，不过学生在初中阶段已学过现在完成时和被动语态，本单元可以作为一个语法复习巩固来处理。】
总之，本单元通过语法、功能项目与新话题的有机结合，充分体现《新课程标准》“以学生为本，以学生的发展为本” 之要求。
二、教学目标
（一）语言知识目标
本单元要求学生除掌握必要的单词、词组和句型外，同时要求学生掌握一定量表达“提建议或劝告”的交际功能用语，以及现在完成时的被动语态。
（二）语言技能目标
通过本单元的学习，培养学生良好的“听、说、读、写”的技能，使学生能运用所学知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，完成任务，在此基础上鼓励学生大胆地根据各自的语言基础与能力，有个性地解决问题，就如何最有效地保护文物古迹提出独特的见解。
（三）情感目标
1）激发并提高学习英语的兴趣，乐于接受新鲜事物，勇于尝 试；体现课堂教学“主体者”的身份，积极主动参与教学各环节，成为学习的主人；具有个性，培养创造能力。
2）培养同学之间日常融洽相处的感情，乐于合作，善于与人分享喜好，培养正确的审美观和价值观。
3）培养学生具有良好的文明习惯，具有文物保护意识。
（四）教学策略
1）开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。
2）引趣激趣策略。创设多种情景（境）激发学生的兴趣，只有让学生真正有了参与的欲望，才能点燃他们的思维火花。
3）任务型活动策略。在做中学，在做中练，在做中巩固，往往会使课堂教学产生事半功倍的良好效果。
4）循序渐进和尊重差异策略。由简到繁，由难及易，为有困难的学生搭好梯子，让有能力的学生“跳一跳”摘到果子。
（五）学习策略
1）课前认真预习，利用互联网或其他媒体收集国内外文物古迹以及有关文物保护信息，课后能及时复习。
2）上课勤思考，多动脑，掌握所学词汇，热情、积极、主动参与课堂上各种活动。
3）注意学习方法，及时提问并注意倾听他人意见。
4）确立“学用英语相结合”的思想，用英语开展思维，分析（复述）课文、发表个人看法、提出独到的见解等。
（六）文化意识
1）了解文物古迹所折射出的不同时期、不同地区的特殊文化内涵。
２）培养学生良好的社会公德意识，树立文物保护意识。
三、教学原则
（一）以任务型教学 (Task-based Language Teaching)作为课堂教学设计之理念，具体采用情景教学法（Situational Approach），交际教学法（Communicative Approach），整体语言教学法（Whole Language Teaching）等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。
（二）在教学中突出交际性，注重读写的实用性；同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。
（三）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。
（四）贯彻“教中学，学中用”策略，真正使学生学以致用。
四、教学总体设计
（一）创设情景，营造氛围，体现语言教学的真实性
语言教学的最终目的是培养学生的言语技能。根据语言本身的交际性原则，本单元教学紧紧围绕３P（Presentation—Practice—Production）教学环节，充分运用情景教学法、交际法、启发法等教学方法，让学生在学习过程中充分展示其所学知识。如针对本地区旅游业的不断开发给文物古迹保护所带来的负面效应，要求学生用英语表达如何采取相应的保护措施等。
（二）采用“任务型”教学，培养学生综合运用英语能力
本单元每堂课采用任务型教学，模拟真实生活中的任务，任务的设计注重由简到繁，由易到难，层层深入，形成由初级任务到高级任务并由高级任务涵盖初级任务的循环；同时多样化的任务又由课内延伸至课外，不仅可拓展学生的知识面，更可培养学生的学习兴趣，从而提高学生综合运用英语的能力。
（三）面向全体学生，关注学生的全面发展
经常性地开展pair work、group work、class performance，培养学生的团体合作精神。
五、评价手段与操作方式
我国外语教学的评价方式过多地依赖于终结性评价，无论是学生、教师还是家长，更多地是以学生的外语考试成绩评判学生外语学习能力的高低。这种不科学的评价方式使相当多的学生丧失了学习外语的自信心和积极性，极大地降低了外语学习的效率；同时也造成了课堂教学几乎完全围绕考试内容来进行，语法教学、题海战术充斥外语课堂等不正常的现象。《课程标准》则强调“建立促进学生全面发展的评价体系。评价不仅要关注学生的学业成绩，而且要发现和发展学生多方面的潜能，了解学生发展中的需求，帮助学生认识自我，建立自信。发挥评价的教育功能，促进学生在原有水平上的发展。”同时“建立促进教师不断提高的评价体系。强调教师对自己教学行为的分析与反思，建立以教师自评为主，校长、教师、学生、家长共同参与的评价制度，使教师从多种渠道获得信息，不断提高教学水平。”因此，教学评价既要关注效果，又要关注过程，应是两者的结合，既行为评价（也称非测试性评价）与终结性评价（也称测试性评价）相结合。
（一）行为评价（非测试性评价）：本单元通过对学生课堂回答教师提问情况、对话表演的参与程度及学生反应、话题表达（如讨论利弊）的创新性及针对性、与他人的合作协作精神及学生个体的书面作业等行为，对学生的学习能力、学习态度、团体合作精神及创新意识等做出过程性评价。这种评价有助于老师发现每位学生的闪光点，及时肯定、表扬，也可让更多的学生体验成功的喜悦，体现英语课堂教学的“全员”意识，利于培养学生的可持续发展。具体操作时，老师设计如下表格，对学生进行评定。
表一：课堂活动配合及对话表演反馈表
日期
课堂活动内容
姓名
评价等第
评             语
Student A
S-     B
S-     C
【注：评价等第为（优秀、良好、一般、需努力）】
表二：小组活动记录反馈表
组员姓名
日期
活动内容
评价内容
1．参与程度
2．与组员配合
3．动作表演
4．课堂效果反应
5．语音语调
6．语言表述
个人自我评价
小组评价
教师评价
【注：评价等第为（积极 / 优秀、尚积极 / 良好、一般、不参与 / 需努力）】
（二）终结性评价（测试性评价）：通过单元检测形式来了解学生在本单元中学习的实际程度，通过整体效果和个体效果的综合分析，利于教师在下一单元教学中及时调整教学策略。
（终结性评价：略）
六、单元教学设计（课时计划及操作步骤）
依据《课程标准》及对学生教学目标的要求，课堂教学中充分利用与教材相配套的教学挂图、录音带、VCD 、投影片、练习册、阅读训练以及多媒体软件等，并以此作为学生学习和教师教学的重要内容和手段。适应信息时代之所需，教师应重视使用一些先进的现代教学技术手段来激发、提高学生学习英语的兴趣，主要运用多媒体辅助教学，以增加教学的直观性和趣味性，加大课堂密度，提高教学效率。本单元计划用六课时完成教学任务与测试评估。具体教学程序设计如下：
Teaching  Procedures  for  the  1st  Period
Step one Warming-up
1. Greeting.
2. Watching & Chatting：Watch a video which introduces some famous cultural sites across
Shaoxing, having a free chat with the Ss.
3. Questions & Answers：Show to the Ss three pictures, asking them:
① What do you know about the places in the pictures?
② Where are they?
③ Which one would you like to see most? Why?
Step two Pre-listening
1. Ticking：Listen to the tape and tick the things Ss hear.
2. Questions & Answers：Listen again and discuss the questions in groups
① Why is it important to protect cultural relics?
② Why is it difficult to find out how people lived in ancient times?
③ What do we know about life in ancient Egypt?
④ Why do we know so much about the way the ancient Egyptians lived?
⑤ What do you think we can do to protect our cultural relics?
Step three  Listening
1. Language Input ：Well, now we're going to listen to a description of three cultural sites.
Please ① Listen to the tape and write down the name of the site in the form below.
② Listen to the tape again and write down about its importance.
Name of the site
Why is it important?
What is being done to protect it?
Site 1
Site 2
Site 3
③ Listen to the tape again and write down about “What's being done to protect it”.
Ss discuss their answers in groups and then check in class.
Step four Post-listening
1. Listen to a piece of news (T has previously taken from a news report) and ask Ss to have a discussion about the following topics：
① Why do our city government make such great effort to protect cultural sites?
② Do you think it necessary to spend so much money on the project?
Step five  Error-finding
1. Language Input：Now we're going to listen to the description of the three maps. Please
① Listen to the tape and put the statues in the right place.
② Listen to the tape and put the temple and the museum in the right place.
③ Listen to the tape and put the Moon Tower and the Blue Waterfall in the right place.
Step six Game
1. Language Input：As is known to us all, China is a country with a history of more than 5,0000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world-famous. Now please look at the screen carefully and let's have a game!
[T divide the class into four groups, asking the Ss to say what the name of the cultural site is and where it is according to the given picture. The group which makes the most choices win the game. ]
Group
Result
Group A
Group B
Group C
Group D
Score
Homework
1. Prepare a brief description of Ss’ favorite cultural site in China. The report must include the following： ① The name of the site       ② Its size as well as its history
③ Its importance and what is being done to protect it.
(Better surf on the Internet!)
2. Preview “Speaking”.

Teaching Procedures for the 2nd Period
Step one Warming-up
1. Greeting.
2. Check the homework, asking individual Ss to come to the front to act out their report. The teacher may ask the others some questions about their reports.
Step two Pre-speaking
1. Brainstorming Ask the Ss one question：What do you think can represent Chinese culture?
[T collect the answers and write them on the blackboard.]
Step three Speaking
1. Language Input：Well, everybody is now asked to make a culture capsule with a size of  2×2 metres, which will be sent into space so that anyone who finds it will understand who we are. You can select five things that represent Chinese culture, but do remember that you cannot put any living things in it. Also you may include in the capsule a short message of about two sentences in any language, but remember that those who find it may not understand the language. Meanwhile please give the reasons for your choices. The following expressions may be helpful to you.
Asking for suggestions
Making  suggestions
●     What shall we put in in your opinion?
●     Can't we put in …
●     Should we put in …
●     Which do you think is the more suitable thing we put in?
●     ……
●     Let's put in….
●     Maybe we could put in ….
●     I think we'd better put in ….
●     I'd like to choose….
●     What / How about…
●     Why not put in …
●     Why don't you put in …
●     ……
[ T divide the class into pairs, letting them discuss and collect the information, and ask each pair to make a dialogue.]
Things you want to put in
Reasons for your choices
1
2
3
4
5
【Model】
SA：In my opinion we could put in ….
SB：That sounds a great idea. And I'd like to choose ….
SA：Sorry, I don't think that's the best choice.
SB：Then what about …
……
2. Now divide the class into groups, each group discuss the project, trying to agree on the same five things. Each group select one student to finish a report and then ask some groups to report in front of the class..
Step four  Useful Expressions --- Making suggestions
1. Language Input：In our everyday life, we quite often ask our friends or relatives for advice or suggestions on what to do or what not to do. And in English there're several ways of giving advice or making suggestions.
Ways of giving advice or making suggestions
Ways of replying to others' advice or suggestions
Acceptance
Refuse
1. Shall I / we …?
2. Let's …, shall we?
3.Why not …?
4. Why don't you / we …?
5. You'd better ….
6. I think it's better (for you / us) to ….
7.Would you like / love to …?
8.What / How about …?
9.I suggest (that) you (should)….
10.I advise you (not) to ….
11.I wonder if you should….
12.Have you considered …?
▲Note：除句型8和12后接动名词  （短语）外，其余均需接动词原形。
1. All right. / OK.
2.That's all right.
3.Certainly. / Sure.
4.Good idea. / That's a good idea.
5.That sounds great.
6. That sounds (like) a good idea.
7. I'd like (love) to ….
1. I'm afraid that ….
2. I'm sorry, but ….
3. I'd like (love) to, but ….
4. It (That) sounds nice, but ….
Step five Dialogue Production
[T  will provide certain situations, asking the Ss to work in pairs to make dialogues.]
Situation A：Two friends are discussing what to do in the coming weekends.
【Model】
A: It's said that there's going to be a wonderful film “Heroes”. Why not go to the cinema?
B: I'm afraid I won't. I have seen it twice.
A: What do you suggest doing, then?
B: Would you like to go out for an outing?
A: I'd like to, but it's going to rain in the next two days.
B: What a pity! Have you considered going to the library?
A: Good idea. Let's meet here at 8 o'clock tomorrow, shall we?
B: Sure.
Situation B：Jessica is poor in English. She is asking her friend, Susan for advice.
【Model】
Jessica: My English is poor. I wonder what I should do.
Susan: You should remember as many English words as possible.
Jessica: OK.
Susan: And you need to have more listening, speaking, reading and writing.
Jessica: It sounds nice, but I still don't know what to do.
Susan: I'm not certain, either. Why don't you ask Mr Wang?
Jessica: That's a good idea. Let's go together.
Susan: All right.
Step six Post-speaking
Workbook p. 121 “Talking”：Divide the whole class into four groups, each group taking the part of an expert, a businessman, villager A and villager B, while the monitor takes the role of the village leader. Ask the Ss to discuss the problem. Each group leader and the monitor prepare a report which is asked to report to the whole class.
Homework
1. Write a report about the culture capsule.
2. Practise ways of making suggestions.
3. Preview “Reading”.
Teaching Procedures for the 3rd Period
Step One Warming-up
1. Greeting.
2. Comment on the Ss’ report about the culture capsule.
3. Go over the ways of giving advice or making suggestions.
Step Two  Pre-reading
1. Language Input：Throughout the world, there're many well-known cities, and quite a few of them are particularly great. Some of the cities are well received by the people, and some others have in or around them a number of famous cultural relics. Now let's have a free discussion about the following questions:
① Some cities, like Paris and Beijing, are called great cities of the world. In your opinion, what makes a city great?
② What are your favorite cities?
③ What cultural relics are there in the place where you live? How important are they?
Step Three Reading
1. Scanning Ask the Ss to read the passage quickly, finding out where they have the problem understanding the whole story. Discuss the problems in pairs first and in groups later. Deal with some common problems in class.
2. Vocabulary Ask the Ss to complete the sentences with the right words from the passage. (Workbook p. 122 )
3. True or False Ask the Ss to listen to the tape while looking at the sentences on the screen, making a decision about whether the following statements are true or false.
Statements
True or false
1. The city of St Petersburgh was built and rebuilt by Peter the Great.
2. Many great palaces in the city, which were large and beautiful, were built after Peter's death.
3. The Germans attacked St Petersburgh a hundred years ago.
4. When the palaces and buildings were rebuilt, people changed their old beauty.
5. A portrait of Peter the Great was destroyed by the Germans.
6. It was difficult for people to rebuild the old palaces.
7. Workers and painters used old photographs to help them rebuild the city.
8. St Petersburgh will never be as beautiful as it was before.
4. Skimming Ask the Ss to read the passage more carefully and find the topic sentence for each paragraph. Meanwhile the teacher may ask the Ss to answer some detailed questions.
Questions：① Where do people usually build a city? Why?
② What were the palaces like?
③ What were the palaces used for after the Czars' rule over the city ended?
④ What did the Germans do as they leftthe city?
⑤ Was it easy for the people of St Petersburgh to rebuild the city? And why?
⑥ What did the people do to bring the city back to life?
5. Reading aloud  Play the tape and ask the Ss to read along in a loud voice.
Step four Post-reading
1. Ask the Ss to discuss the following questions in groups:
① Why do people think St Petersburgh is a great city?
② Why was it so difficult for people to rebuild the old palaces?
③ What did people use to help them rebuild the city?
④ Why are the people of St Petersburgh heroes?
Step five Interview
Ask the Ss to work in pairs, playing the role of a newspaper reporter and a citizen of St Petersburgh and finally invite some pairs to act out their interview in the front.
【Model】R-- reporter  C--citizen of St Petersburgh
R: Good morning, I'm from Shaoxing Daily. May I ask you several questions?
C: Sure.
R: When was your city built and and who built the city?
C: ……
Step six Debate
Divide the whole class into two groups, asking them to collect as much information as possible according to the following situation (topic).
Discussion
With the fast development of economy, many parts of our old city is being rebuilt.In the area where you live, the city government plans to pull down quite a few low old buildings and put up some high buildings. There is an old building, which dates from the Ming Dynasty and in it there’re a lot of famous carved paintings.
Do you think it necessary to pull down this old building or to leave it as it is?
Step seven Summary and homework
1. Summarize the passage and ask the Ss to retell the story.
2. Finish off the exercises on p. 46 “Word study”-2 and p.123 “Vocabulary”-2.
Teaching procedures for the 4th Period
Step one Warming-up
1. Greeting.
2. Ask individual Ss to retell the story.
3. Check the homework, giving some explanation if necessary.
Step two Lead-in
1. Ask the Ss to find out the sentences from the passage that they think read most beautiful or sound sweetest.
2. Enjoy the sentences Ss pick out, especially the sentence：“We will not let our history and culture be destroyed, and we will do everything we can to save our city! ”
Step three Reading
1. Scanning Ask the Ss to read the passage on page 124 and finish the following two exercises shown on the screen.
▲Fill in the blanks with the words from the passage
1. The word which has similar meaning to “finish” is ________.
2. ________ means to go or run quickly.
3. The word ________ means to save.
4. A ________ is a place where people worship ( v.崇拜) the god.
5. To ______ large areas means that water covers large areas.
6. If something is needed, it is ________.
7. When you are seriously ill, your life could be ________.
8. When you see people eating breakfast, you can say “They are ________.”
9. The water of a river, a lake or a sea is called ________.
10. To go up or to get higher means to ________.
【KEYS】1.complete  2.To rush  3.rescue  4.temple  5.flood  6.necessary  7.in danger  8.at breakfast  9.waters  10.rise
▲ Fill in the blanks with proper words.
1. A dam was built.________ a result, the water level of the lake rose ________ 63 meters.
2. They decided to move the temple stone ________ stone.
3. About 20～50% of the electricity which Egypt needs is produced ________ the water
rushing ________ the base of the dam.
4. Each stone was marked ________ a number and then all the stones were carried to the new
place.
5. The old temple, which dates ________ about 1250 BC, will be moved to a new place.
6. The experts are trying to find ways of rescuing the animals ________ danger.
7. Many fields will be covered ________ the waters of the new lake which will be finished
________ the end of this year.
【KEYS】1.As; by  2.by  3.from; through  4.with  5.from  6.in  7.by / with; by / before
2. Skimming Ask the Ss to read the passage more carefully and try to answer the followings:
1.What are the only three man-made projects that can be seen from the earth? Where are they?
2.When was the Aswan High Dam completed?
3.What was the High Dam built for?
4.What problems were caused by building the High Dam?
5.What do you know about the temple at Abu Simbel
6.How did the engineers decide to move the whole temple?
7.How long did the project last?
8.How much did the project cost?
9.When was the project completed?
10.How can you get to the temple at Abu Simbel
Step four Post-reading
1. Discussion Divide the class into groups and ask each group to discuss the question:
① Do you think it necessary to spend so much money on rescuing this temple?
② Do you think that the Egyptian engineers solved the problem in the best way possible?
③ Are there other temples or buildings that we could not move?
④ What about the Great Wall or the Temple of Heaven?
⑤ Would it be right to move them if we had to build something where they stand today? Why or why not?
2. Fill in the blanks with proper words.
The Great Wall of China is one of the eight wonders of the world. It lies across North China ________ a huge dragon (巨龙). It is one of the few man-made projects on earth ________ can be seen from the moon.
The Great Wall ________ built more than 2,000 years ago. It was built ________ the reason of war. Now it is more than 6,000 kilometers ________ from east to west, 6-7 meters high, and 4-5 meters wide. In most places, it is wide ________ for five horses or ten people to walk side ________side along the top.
Today the Great Wall has become a great place of ________ .It interests tens of thousands of people ________ different parts of the world every day. So more and ________ people have come to know the famous Chinese saying：“He ________ does not reach the Great Wall is not a true man.”
【KEYS】like; that; was; for; long; enough; by; interest; from; who
Step five Discussion
1.Language input：In the world there’re many cultural relics. Sometimes people have to choose between protecting the relics of the past and building the roads and houses of the future. What do you think we need to think about when we make decisions about cultural relics?
[Divide the class into groups and ask them to discuss for a while, and then collect ideas or suggestions from each group.]
Step six Summary and Homework
1. Read the passages and finish off Workbook Ex 4 on p.126.
2. Write a report about the discussion.
Teaching procedures for the 5th Period
Step one Warming-up
1. Greeting.
2. Check the homework.
3. Ask individual Ss to act out their reports, making some comments if necessary.
Step two Language study
1. Group work Divide the class into groups, asking each group to find the verbs beginning with the letters “re-” and discussing the similarities among them.
restore;  rebuild;  replace;  recreate;
2. Analyze the structure of the discussed words：prefix “re”+ V. → meaning “do sth. once again”.
3. Brainstorming  Ask the Ss to think of other examples or look up the dictionary for words with the prefix “re-”and get the meaning of the words.
【Model】
⑴ reappear vi. appear again (esp. after disappearing)
⑵ recall v. call back
⑶ recollect v. call back to the mind
⑷ recount v. count again
⑸ redo v. do again
⑹ refill v. fill again
⑺ refit v. make (a ship, etc) ready for use again by renewing or repairing parts
⑻ reforest v. plant again with trees
⑼ re-form v. form again
⑽ rehouse v. provide with a new house
⑾ rejoin v. join (together) again
⑿ relay v. lay (a cable, carpet, etc) again
⒀ rename v. give a new name to; name again
⒁ reopen v. open again after closing or being closed
⒂ replay v. play (e.g. a football match that was drawn) again
⒃ reprint v. print again; print a new impression of
⒄ retell v. tell again
⒅ rethink v. think about again; reconsider
⒆ reunite v. bring together or come together again
⒇ rewrite v. write again
4. Structure (Grammar)
Ⅰ.Ask the Ss to put some sentences into English, going over the Present Perfect Tense.
① 在过去的三个月里学生们已经收集了二千节旧电池(n.battery)。
② 园林工人已完成寺庙百分之八十的重建任务。
③ 他已将那台旧电视机送给邻居了。
④ 中国已向太空发射了几十颗人造卫星。
⑤ 史密斯先生已把词典和杂志归还给了图书馆。
Ⅱ.Ask them to change the sentences into passive voice, paying attention to the structure of the sentences.
Active Voice
Passive Voice
① The students have collected two thousand old batteries in the past three months.
② The garden workers have already finished 80% of the rebuilding of the temple.
③ He has sent the old TV set to his neighbour.
④ China has sent up scores of man-made satellites into space.
⑤ Mr Smith has returned the dictionary and  magazines to the library.
① Two thousand old batteries have been collected (by the students) in the past three months.
② 80% of the rebuilding of the temple has been finished (by the garden workers).
③ The old TV set has been sent to his neighbour.
④ Scores of man-made satellites have been sent into space (by China).
⑤ The dictionary and magazines have been returned to the library (by Mr Smith).
Ⅲ. Pair work Ask pairs of Ss to discuss and find out the differences between the above two columns, then the teacher gives some explanation if necessary.
Step three Practice
1. Ask the Ss to find the sentences in the passage which include the Present Perfect Tense and then change them into the Active Voice.
2. Drills Ask Ss to finish exercises on page 47 and 48, asking some questions about the two news stories.
① What is the first news story about?
② Why are some of the cultural sites not well protected?
③ What has happened to some ancient sites?
④ What are the villagers worried about?
⑤ What have they decided to do?
⑥ What is the second news story about?
⑦ What will be the result of the repair project?
⑧ What are the people of Beijing asked to do? And what’s the result?
⑨ When was the old city wall built?
⑩ Why do you think the city of Beijing plans to repair the old city wall?
Step four Summarise and Homework
1.Summarise what’s been studied, esp. word-formation and structure of the Present Perfect Tense.
2. Finish off workbook exercises on page 128.
3. Preview “Intergrating skills”.
Teaching procedures for the 6th Period
Step one Warming-up
1. Greeting.
2. Check the homework, giving some explanation if necessary.
Step two Reading
1. Language Input：Quite often in our daily life we may see or hear or read something that makes us fell happy, sad or even very angry. And we usually want to tell others  about our own feelings. We have several ways of showing how we feel, for example, we can have a talk with our close friends or relatives; we can get a pen friend; we can make a phone call to the local radio or TV station; and we can also write to a newspaper, a magazine and so on. Now please read a letter and try to find what is going on.
Questions：
① Where does the writer live?
② What is the writer worried about?
③ How does the air pollution come about?
④ What suggestions does the writer make?
Step three  Pre-writing
1.Fill in the form Ask the Ss to work in pairs, answering the questions by filling in the form.
Who are you?
What problem do you want to talk about?
How do you feel about it?
What suggestions do you have about it?
I live in a small village.
Some people in my village want to …
I am …
Step four  Writing
1. Questions and Answers  Ask individual Ss to answer the questions according the above form.
2. Sentence writing Ask Ss to write down the answers to the questions in the form of sentences.
3. Sentence combining  Ask Ss to combine the sentences one after another, using and, but, or, so, unless, although, because, etc.
4. Refining Ask Ss to read what they have done, making some necessary changes by using some more difficult conjunctions like which, that, when, what, when, where, etc.
5. Exchanging Ask pairs or groups of students to exchange what they have written and discuss each other’s writing. After the Ss have done it, ask several students to read out their letters.
Step five  Proof Reading
T show the Ss a previously-prepared letter, asking them to correct the mistakes in it.
Dear editor,
I live in a small village, it is a very beautiful village. Recently some   1. ____
people in the village want to destroy the old temple so that they can     2.____
build a new car factory. The old temple has a history of more than      3. ____
five hundred years. Inside the temple there are few stone figures and    4. ____
carved paintings. If the temple was destroyed, all these things will be    5. ____
losing, and I don't think it right for people to do that. I think one way   6. ____
to solve the problem is to build the car factory in other place. Second    7. ____
if the factory really need to be built, we'd better try our best to remove  8. ____
the whole temple to somewhere else. We shouldn't let our history or     9. ____
culture are destroyed, and we should do all we can to save the temple.  10. ____
Yours sincerely,
Li Hua
【KEYS: 1.it→which  2.the→an  3.√  4. ∧a (or few→some / several)  5. was→is
6. losing→lost  7. other→another  8. need→needs  9.or→and   10.are→be】
Homework
1. Ask the Ss to go over the whole unit.
2. Write a letter to the editor about any problem they come across.
Teaching Plan for Unit 8 Sports
Chen Xiaoqin from Deqin Senior Middle School, Huzhou
Teaching aims and demands
类别
课程标准要求掌握的项目
话题
1．  Talk about sports
2．  Talk about interests and hobbies
3．  Talk about the Olympics
4．  Write a sports star’s profile
功能
Interests and hobbies
Which do you like…or …?
What’s your favorite sport?
Which sport do you like best?
Which do you prefer…or…?
What about…?
Are you interested in…?
词汇
continent well-known athlete gold medal torch badminton tie final dive shooting
Greece competitor motto further rank gymnastics prepare preparation effect flame
compete flag weight position superstar point skill weigh title gesture facial
stand for  because of  speed skating  track and field  take part
in preparation for
语法
Future Passive Voice
The people of Beijing will plant more trees and build new roads.(陈述句)
More trees will be planted and new roads will be built by the people of Beijing.
Beijing will hold the 29th Olympic Games in the year 2008.（疑问句）
When will the 29th Olympic Games be held in Beijing.
Period Arrangements:
warming up                                                          reading materials
Period 1            listening                                    Period 2,3
speaking                                                             language focus
listening (WB)                                         complementary listening material
speaking
Period 4           speaking                            Period 5         complementary reading material
writing(WB)
integrating skill(writing)                           assessment
Teaching Procedures of Period 1:
Step1.Warming up (15 mins)
Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):
Q: What do you know about sports?
During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a
good chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.
Possible response:
school sports meet
Sports meet          the National Games
the Asian Games
the Olympic Games
the World Cup
etc
ball games: volleyball, basket ball, football, table tennis, tennis, ,golf
badminton, bowling, baseball, American football, ice hockey etc
Events of sports          track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc
gymnastic: rings, double bars, high and low bars, horse , free exercise
swimming/shooting/skiing/ ice sports/diving/aquatic sports etc
Sport stars : Beckham, Mike Owen, Michael Jordan etc
Purpose: This activity is designed to encourage students to think about sports and activate
relevant vocabulary.
Step 2. Speaking(15 mins)
Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)
Task2(pair work): A survey about physical fitness (See postscript 1)
Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.
1). Do you think your group is doing well or not? Why ?
2). How can you become fitter?
Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.
Step 3. Listening (15 mins)
Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)
basketball
table tennis
football
Purpose: to work as a guide of listening part.
Task 2: Listen to three sports reports and fill in the missing information
Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.
Step 4. Homework Assignment
Task: Find out some background information about the Olympics. T will offer them some websites as well:
www.olympic.org                        www.specialolympics.org/
www.athens.olympics.org/            www.beijing-2008.org
Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.
Teaching procedures of period 2
Step1. Lead-in(10 mins)
Task 1. Collect the information Ss have found, and this is a good chance to present new words. If necessary, warming up Ex can work as a guide. At the same time T will display some relevant pictures.
Five rings
Aisa  Europe  Africa  America  Oceania
IOC
International Olympic committee
Headquater
Lausanne Switzerland
Motto
swifter higher stronger
Present President
Jac ques Rogge
Official language
English French Spanish Russian German
Host city of 2000 Olympics
Sydney Australia
Host city of 2004 Olympics
Athens Greece
Host city of 2008 Olympics
Beijing China
Host city of the first Olympics
Athens Greece
Sort
Winter Olympics   Summer Olympics
Purpose: to help Ss get as much background knowledge about the Olympics as possible
Task 2.Group work to discuss any of  following questions:
1).Why do so many athletes want to take part in the Olympic Games?
2).Are the Olympic Games important to our society? Why or why not?
Purpose: the activity is designed to get Ss to think about the Olympics as a preliminary activity related to the reading material.
Step2. Reading(10 mins)
Task1.Skimming to find out what is the reading material going to talk about.
Possible answer: the Olympics
Task2. Scanning to find the topic words
Possible answer: the Winter Olympics , the Summer Olympics, the ancient Olympics,
the modern Olympics, the Olympic motto, the 2008 Olympics
Purpose: to train Ss to glance through the passage quickly to get a general idea.
Task3. Careful reading to find out the main idea of each paragraph.
Purpose: to train Ss how to find out the main idea of a paragraph.
Step3.Consolidation(10 mins)
Task1. Play the passage through once and ask Ss to underline some words and phrases they think useful.
Task2.Match the new words and their meanings(See WB Ex)
Task3.Fill in a form about the passage
Olympics
Year
Location
China’s gold medals
competitors
old
Greece
no female competitors
1st in modern times
23rd
2000
2008
Purpose: to have a better understanding of the passage and note some useful words and phrases.
Step4.Discussion(15 mins)
Task1: Group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.
Topic1. What is the spirit of the Olympic Games? What can you learn from it?
Topic2. Do you agree that” faster, higher, stronger” is a good motto not only for sports but also for life in general? Why?
Topic3.Is it important to win in a sports match? Why or why not?
Topic4.Discuss the causes and effects of some serious problems of the Olympics and think of the possible solutions.
Task2: Debate
Hosting the Olympic games is a great honour and a great responsibility. Since china has won the bidding
of hosting the 2008 Olympics, what will the Olympics bring to China, good effects or bad effects.
good effects                         bad effects
promote  the economy                         costing a large amount of money
make china better known to the world             cause disorder to our society
…                                          …
Purpose: to have a further understanding about the Olympics.
Step5.Homework assignment
Write a report based on the debate carried out in class about the good effects and bad effects of the Olympics. And encourage Ss to express their own idea in the report.
Purpose: to cultivate them how to write discussed topics
Teaching procedures of period 3
Step1. Extensive reading (WB) (15 mins)
Task 1. Read the passage and have a discussion about some related questions.
1).What are some problems that unknown athletes have to deal with?
2).Why are the Olympic Games so important to many athletes?
3).Why do stars like Michael Jordan make more money than other athletes?
Task 2.Pair work Compare the sports listed. Are they popular in china? Why or why not?
Sports
Popular /not very popular
Reasons
Tennis
Soccer
Table tennis
Badminton
Purpose: to know more about sports and the Olympics.
Step2.Speaking(5 mins)
Task 1. China is going to host the 2008 Olympic Games. To make it the most wonderful and successful one, what will be done ? If necessary, T can display two pictures for contrast.
Task 2. As for Ss, Chinese, what will they do for the 2008 Olympics?
Purpose: to make Ss note the use of Future Passive Voice and Future Active Voice.
Step3. Language focus (25 mins)
Task1. Group work to get a conclusion of the Future Passive Voice and give T more examples.
Structure:  Subject+ will be done
Task2. Show Ss a passage about the Olympics, and ask them to change it into passive voice.(See postscript 2)
Task3. Pair work to ask questions about the passage with what , when, where, how etc.
Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive Voice. Work with their partners and write down the notice. Then report it to class orally.
Next week we are going to clear the school as follows:
Monday--- Classroom Building No.1
Tuesday--- Classroom Building No.2
Wednesday--- the computer center and language lab
Thursday--- the science labs
Friday--- the library
Purpose: to consolidate their understanding about the Future Passive Voice.
Step4.Homework assignment
Task1. Finish some consolidation Ex of the Future Passive Voice
Task2. Find out as much information as possible about their favourite sports stars
Purpose: to encourage Ss to do what they are interested in
Teaching procedures of period 4
Step1.Listening(5 mins)
Ss will hear something about some sports stars and make their own decision according to what they have heard.
Step2.Speaking (10 mins)
Guessing Game. Check what Ss have got about their favourite sports star.. Ask some Ss to come up to the front to tell what they have found while others guess the names of the sports stars.
Purpose: to work as a preliminary step of writing.
Step3.Writing (30 mins)
Task 1.Brainstorming. Ask Ss to think out information about Yao ming as much as possible.
Yao ming
Task 2. Read the profile about Yao ming and find out what are the useful information for writing a profile.
Purpose: This activity is to let Ss find out how to write a profile by themselves.
Task 3. Write similar profiles about their favourite sports stars and check some typical ones in class.
Step4.Homework assigment
Suppose the Chinese Olympic Committee is inviting applications for volunteer jobs for the 2008 Olympic Games and Ss want to apply for the job.Try to write a profile to introduce themselves.
Teaching procedures of period 5
Step1.Listening(10 mins)
Complementary listening material: It is important to be able to recognize and understand numbers quickly when listening to spoken English.Many sports listening tasks involve numbers.Listen to the speakers and extract the numbers which are needed to complete these tables.(See postscript 3)
Purpose: to make Ss get used to listening to English sports news in daily life.
Step2.Speaking(10 mins)
Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you think will be done differently. Try to use the Passive Voice as much as possible.
Example sentences:
Eating food     I think all food will be turned into juice and chopsticks won’t be used.
Drinking water
Wearing clothes
Building houses
Driving cars
Reading books
…
Purpose: to revise the language focus in this unit.
Step3.Reading(10 mins)
Read a complementary reading material about sports and finish the relevant Ex.(See postscript 4)
Purpose: to offer Ss further information about sports so that they will have better understanding.
Step4.Writing(15 mins)
Task 1: Group work to talk about the sports as the sample. One member of the group write down  what they have got during their discussion and another report what they have written down.
Sport: Soccer
Objective:
Shoot the ball into the other
Team’s goal
Number of players:
Two teams of eleven players:ten outfielders and a goalkeepers
Sports field:
Grass playing field
Equipment:
Football,two goals
Basic rules:
1.       Players are not allowed to use their hands.
2.       …
Sport: Table tennis
Objective:
Number of players:
Sports field:
Equipment:
Basic rules:
Sport:
Objective:
Number of players:
Sports field:
Equipment:
Basic rules:
Sport:
Objective:
Number of players:
Sports field:
Equipment:
Basic rules:
Task 2: Write a short essay in which you compare two sports
Step5.Homework Assignment
Task1: Since Ss have learned the whole unit, they must know more about sports. After class, ask Ss to find some scenes which have make them moved and tell us the reasons.
Purpose: This activity is designed to check what Ss have learned from this unit.
Task2: Assessment
Purpose: to help Ss to reflect on how and what they have learned from this unit.
Through the whole unit a good many different kinds of assessment have been presented in the form of listening,speaking,reading and writing.But as a whole unit, I design such two forms to let Ss clearly know their own performances.
Form 1: (total score 5)
listening
speaking
reading
writing
Self assessment
Peer assessment
Teacher assessment
Form 2: set improvement goal
Your name                                  Date
a.       What were your goals for this unit?
b.       Did you reach your goal?
c.       What different ways of learning did you use?
d.       Which did you like best?
e.       What your goals for the next unit?
f.        How do you plan to reach them?
g.       Will you ask some of your classmates for ideas and try new ways of learning?