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人教版高中英语必修1~5精品教案


目录
人教版高中英语必修 1 精品教案---2 人教版高中英语必修 2 精品教案---87 人教版高中英语必修 3 精品教案---171 人教版高中英语必修 4 精品教案---241 人教版高中英语必修 5 精品教案---308

人教版高中英语必修 1 精品教案
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人教版高中英语必修 1 精品教案
Unit 1 Friendship Warming Up, Pre-reading and Reading Reading ―Anne‘s Best Friend‖
1. Teaching objectives: 1) To develop the students‘ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on; 2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends; 3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.; 4). To learn the writing style of this passage. 2. Teaching method: Task-based teaching 3. Teaching procedures: Step 1.Pre-reading 1. Please enjoy three pieces of music and find out what they are about. 2. Does a friend always have to be a person? What else can be your friend? 3. What do you know about the World War II? 4. Background introduction Step 2 fast reading 1. Who is Anne? Who/What was Anne‘s best friend? When and where did the story happen? 2. fill in the form below. The time of the story The place of the story The heroine of the story Anne‘s best friend The length of time they hid away The date of the diary Step 3. Careful Reading
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1. Answer the following questions: Why did Anne made her diary her best friend? What is an ordinary diary like according to Anne? What about her diary? Why was she so crazy about things to do with nature? Why did she stay awake on purpose until very late one evening? Why didn‘t she dare open the window when the moon was too bright? How do you understand the expressions ―spellbound‖ and ―held me entirely in their powder‖? 2. Reading to summarise the main idea of each paragraph. Skim the text and summarise the main idea of each paragraph in one sentence. Para. One: Anne made her diary her best friend whom she could tell everything. Para. Two: Anne‘s diary acted as her true friend during the time she and her family had to hide away for a long time. Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature. Step 4 Post-reading 1. Comprehending exercises (on paper) Time Nature Before hiding After hiding 2. Discuss what kind of feelings of Anne the following words from the letter imply. words Anne‘s feeling nature free, peaceful, relaxed outdoors free crazy anxious, eager, thirsty didn‘t dare scared, frightened thundering, entirely, power helpless, depressed, lonely Step5. Activity Four students a group to discuss the situation: Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you. What will you take? Why? How will you spend the 3 months? How will you treat each other and make friends ? Step 6. Homework 1. Review the important words, phrases and difficult sentences in the text and make sentences using the words given by the teacher. 2. Finish Ex.1-3 on p4.
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Feeling

Unit 1 Friendship Vocabulary and Useful Expressions Learning about language
Teaching aims: 1. To discover and learn to use some words and expressions. 2. To enable students to rewrite sentences using direct or indirect speech 3. To learn more information about Anne. 4. To cultivate the spirit of cooperation, self-teaching and self-exploring. Teaching procedures: Step 1 Revision 1. Review something about ―Anne‘s best friend‖ by using some True-or-False sentences 1) A friend would laugh at you. F 2) Anne lived in Amsterdam in the Netherlands during World War II. T 3) She and her family hid away for one year before they were discovered. F 4) She kept a diary as others did. F 5) She was fond of nature. T 6) She stayed awake in the night because she couldn‘t sleep well. F 7) She couldn‘t go out as she liked. T 2. Collect the sentences students think wonderful or difficult to understand. Sample sentences 1) She and her family hid away for nearly twenty-five months before they were discovered. 2) I wonder if it‘s because I haven‘t been able to be outdoors for so long that I‘ve grown so crazy about everything to do with nature. 3) There was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound. 4) The dark, rainy evening ,the wind, the thundering clouds held me entirely in their power. 5) It was the first time in a year and a half that I‘d seen the night face to face. Step 2 Language points 1. grow crazy about sth.对…狂热,痴迷 be crazy about … eg. My cousin grows crazy about computer games. 2. go through 1). To examine carefully 仔细阅读或研究 I went through the students‘ papers last night. 2). To experience 经历,遭受或忍受 You really don‘t know what we went through while working on this project. 3.stay v. to continue to be in a particular state or situatioin 系动词,表是状态。后跟名词或形容词,不能用于被动语态和进行时态。 eg. He stayed single all his life. 4.make/call + O +Noun (as O.C.)
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5.hide away 6.discover 7. Columbus discovered America in 1492.

set down: to write down something so that you have a record of it:

I want to set down my feelings on paper. Other verbal phrases of ―set‖ set aside: to keep some money or time for a special purpose set off: to start to go somewhere/ to cause a explosion set out: to start a journey/ to talk about something in an organized way set up: to start an organization/ to build something 8. ourdoors / indoors Don‘t stay indoors since the weather is so fine. 9. well They speak well of him. Well done.

10 on purpose 11 in order to

I came here on purpose to see you. In order to catch the train , she hurried through her work.

12 too much/ much too 13 entirely For him, this will be an entirely new hobby.

14 in one‘s power / out of one‘s powers 15 it was the first/second time that … It is the first time that he has been in this city. It was the second time that he had made the same mistakes 16 face to face I rushed out of the office and found myself face to face with the boss. 17.far adv. ―过于;…得多‖ ,表示程度,经常与 too 或形容词、副词的比较级连用。 eg. She speaks English far better than I. This room is far too warm. cf. very, much, far 18. dare 1) modal. v. 多用于否定句、疑问句、条件状语从句、whether (if)等名词性从句或 有否定意义的句中, 后接动词原形。 没有人称和数的变化,其时态只有现在时和过去时。 否定式在其后加 not. eg. How dare he say such a word! If you dare do that again, you‘ll be punished. 2) vt. 敢,胆敢。有人称、数和时态的变化。在否定句和疑问句中,dare 后的 to 可保 留也可省略。 eg. I wonder how he dare to day such words. 19.happen to do sth. It so (just) happened that…不能用于进行时态。 eg. I happened to be out when he came. = It so happened that I was out when he came.
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Unit 1 Friendship Listening, Speaking and Writing
Step 1 Appreciation Read the following poem carefully and write down the pairs of words that rhyme and add more similar rhyming words. Step 2. Pre-writing How to make friends with others? 1. Read a letter from a student called Xiaodong. What‘s his problem? 2. Suppose you were editor, please write your advice to Xiaodong. Discuss in groups of four. Collect your advice to Xiaodong and your attitude. Useful expressions: In my opinion, you should… My advice is… I think/ believe… I‘m afraid that… I advise you to… I don‘t think… Don‘t worry… I agree/ I don‘t agree. I think so./ I don‘t think so. Step 3 While-writing This activity enables students to express their feelings and to help others.In other words, it gives students a better understanding of how to deal with this common situation.This is as much a role play as a writing activity, so it is important for students to discuss their ideas first.In this way they can collect their ideas, sort them out and prepare to write. Ask the Ss to write a letter to Xiaodong as an editor and give him some advice. Ss make a list about the important information that they need. Ss begin to write the letter to Xiaodong. Ss revise their letters by themselves. Ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….) 5. Ss get back their own writing paper and write the letter again. Writing tips Contents (The letter should contain the following points) 1. Make an effort to change the situation. 2. Start talking to people about what you both like. 3. Join in people‘s discussion. 4. Show your interest in their talk. 5. Try to make friends with one or two classmates. 1. 2. 3. 4.
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Structure Topic sentence (your point of view) Body (your advice) Conclusion (your wishes) Tense: As it is a letter, Simple Present Tense will be applied to the writing. Connectors: Illustration (阐述) I think, I believe, I suggest, in my opinion… Addition(递进) secondly, and then, besides, in addition… Contrast(转折) but, however, on the other hand… Summary(总结) in short, in a word, therefore, so… Step 4. Post-writing Choose some students‘ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings. Sample writing: Dear Xiaodong, Some people like talking with others, but some people are shy.If you fall into the second group, it can be hard to make friends.But you can change the situation. What are you interested in? If you like basketball, for example, you could talk with some of your classmates who like basketball.The easiest way to start talking to people is to find something you have in common. If you are standing beside a group of your classmates, join in their discussion if you know something about the subject they are discussing.But if you don't, you shouldn't feel afraid to say, for example,” That sounds interesting, what is it about??Once you start talking to one person, it will get easier to talk to others. Find one person you have something in common with, and once you become friends with him, his friends will start talking to you too. Good luck! Editor Homework: write the composition

Unit 1 Friendship Grammar and Useful Structures
1.Teaching objectives
Learn to use direct speech and indirect speech

2. Teaching important point
Summarize the rules of Direct Speech and Indirect Speech.

3. Teaching difficult point
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Learn about the special cases in which the tenses shouldn‘t be changed.

4. Teaching methods
Discussing, summarizing and practicing.

5. Teaching procedures Step 1 Warming up Warming up by discovering useful words and expressions Step 2 Presentation
Boys act one cartoon figure and says something. Teacher asks ―What did he/she say?‖ Girls act the other cartoon figure and answer the teacher‘s question. Then boys and girls exchange. The shoes are too big for me. What did he say? He said the shoes were too big for him

Step 3 Grammar
The students will learn the use of Direct Speech and Indirect Speech (statements and questions). First try to make clear to the students what direct and indirect speech is, with the help of the practice in Step III. Then give them some examples. At last get them to summarize the rules of Direct Speech and Indirect Speech (statements and questions). T: In this part, we are to learn the use of Direct Speech and Indirect Speech (statements and questions). When do we use Direct Speech and when do we use Indirect Speech?

T: Now let‘s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed? Ss discuss by themselves. Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed. T: Quite right. Look at the form on the screen. These are the rules. 一、直接引语变成间接引语,句子结构的变化 1.陈述句 用连词 that 引导,that 在口语中常省略。主句的谓语动词可直接用引语中的 said, 也可用 told 来代替,注意,可以说 said that, said to sb. that, told sb. that,不可直接说 told that He said, ―I have been to the Great Wall. ‖ → He said to us that he had been to the Great Wall. He said, ―I'll give you an examination next Monday. ‖ → He told us that he would give us an examination the next Monday. 解题步骤: ―I don‘t like computers,‖ Sarah said to her friends. Sarah said to her friends that I don‘t like computers . she didn‘t Sarah said to her friends that she didn‘t like computers. .2.一般疑问句 间接引语用连词 whether 或 if 引导, 原主句中谓语动词 said 要改为 asked(me/him/us 等), 语序是陈述句的语序 He said, ―Do you have any difficulty with pronunciation?‖ →He asked (me) whether/if I had any difficulty with my pronunciation. He said, ―You are interested in English, aren't you?‖ →He asked whether I was interested in English.
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解题步骤: Is it easy to improve the condition of the soil? ( They asked him ) ―It is easy to improve the condition of the soil.‖ They asked him if it is easy to improve the condition of the soil was They asked him if it was easy to improve the condition of the soil. 3.特殊疑问句 原来的疑问词作为间接引语的连词,主句的谓语动词用 ask(sb. )来表达,语序改为陈述句 语序 He said to me,―What's your name?‖ → He asked me what m y name was. He asked us, ―How many car factories have been built in your country?‖ →He asked us how many car factories had been built in our country. 解题步骤: When do you harvest the wheat ? ( They asked him ) you harvest the wheat They asked him When you harvest the wheat. He harvested They asked him when he harvested the wheat. 4.选择疑问句 用 whether…or…表达,而不用 if…or…,也不用 either…or… He asked, ―Do you speak English or French?‖ →He asked me whether I spoke English or French. I asked, ―Will you take bus or take train?‖ →I asked him whether he would take bus or take train. 二、在直接引语变为间接引语时需要注意的变化 1. 注意时态的变化 Direct indirect Present past Past past and past perfect Present perfect past perfect Past perfect past perfect 2. 注意人称变化。 3. 注意指示代词的变化 this, these(that, those) 4. 注意时间的变化 now, today,this week ,yesterday,last week ,four days ago ,the day before yesterday ,tomorrow ,next month(then, that day,that week,the day before ,the week before,four days before ,two days before ,the next day,the next month) 5. 注意地点的变化 here( there) 6. 注意个别趋向动词的变化 come, bring (go, take) 三、谓语动词时态变化需要注意几点: 1.直接引语表述的是客观真理,变为间接引语时,时态不变 The geography teacher said, ―The sun rises in the east and sets in the west.‖ The geography teacher told us that the sun rises in the east and sets in the west. 2. 如果直接引语所表述的内容在目前和说话时同样有效,变间接引语时,时态可不变 The children said, ―We love this game.‖ They told us that they love that game. 3.主句谓语动词的时态是现在时态,在引述时,时态不变。 She says, ―I‘ll never forget the days in the country.‖
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She says that she‘ll never forget the days in the country. 从句时态无须改变的还有以下情况: 1. 当主句的谓语动词是将来时的时候 2. 当直接引语部分带有具体的过去时间状语时 3. 当直接引语中有以 when, while 引导的从句,表示过去的时间时 4. 当引语是谚语、格言时 5. 当直接引语中有情态动词 should, would, could, had better, would rather, might, must, ought to, used to, need 时
Step 4 Practice For Ex 1, get the students to look at the sentences carefully in pairs in order to find out the difference between direct speech and indirect speech. Guide the students to find out the changes in pronoun forms, word order, adverbials and so on, especially the verb tenses, the underline parts. Ask the students to pay attention to the reporting clause. For Ex 2, ask the students to do it by themselves, then check.

Exercises: 1. He said , ―I m afraid I can‘t finish this work.‖ 2.He said , ―I haven‘t heard from him since May.‖ 3.Tom said ―I will see you next week.‖ 4. ―Why were you late again?‖ The teacher said to me. 5. ―I don‘t like swimming,‖ said Sarah. 6. His friends asked him if he would go to Dalian. 7. ―Have you been to Paris?‖ My classmate asked me. 高考链接 1.Readers can ________ quite well without knowing the exact meaning of each word. A. get over B. get in C. get along D. get through 2.It‘s hard for me to imagine what I would be doing today if I ______ in love, at the age of seven, with the Melinda Cox Library in my hometown. A. wouldn‘t have fallen B. had not fallen C. should fall D. were to fall 3.Father went to his doctor for _______ about his heart trouble. A. an advice B. advice C. advices D. the advices 4. I wonder how he ____ that to the teacher. A. dare to say B. dare saying C. not dare say D. dared say Step6 Correcting mistakes T analyses the common mistakes Ss have made during the practice. T: Now let‘s look at the screen and pay attention to these sentences. Choose the right sentence and tell me why the other one is wrong.

Unit 2 English around the World
Teaching aims and demands: 1. Topic: English language and its development; different kinds of English
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2. Vocabulary: include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, Midwestern, southern, eastern, southeastern, northwestern, Spanish, recognize, accent, lightning, direction, ma‘ma, block 3. Useful expressions: play a role in, because of, come up, such as, give a command, play a part 4. Function: language difficulties in communication Pardon? I beg your pardon? I don‘t understand. Could you say that again, please? Sorry, I can‘t follow you. Could you repeat that, please? Can you speak more slowly, please? 5. Grammar: imperative sentences and its indirect speech Open the door. Please open the door. Would you please open the door? He told me to open the door.

Warming up
Teaching Aim: 1. Ss will be able to know some differences between British English and American English. 2. Ss will be able to master some usages of the words and phrases. Teaching procedures: Step 1 Lead-in (Start with a free chat with Ss about learning English.) T: How many years have you learnt English? How many languages do we speak? What do you find difficult in learning English? (Ss may have different ideas, but they may consider vocabulary as their most difficult one.) Do you think it necessary for us Ss to master such a foreign language?
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(---With the development of globalization, English has become an international tool for people to communicate with each other. And we are the future of our homeland, so it‘s our duty to prosper our country; therefore, to master a foreign language becomes a necessity.) In which countries is English used as the native language? Do you think the Englishes spoken all around the world are all the same ?Enjoy BBC and VOA Step 2 discussion Activity 1. Ss discuss in groups about the differences between British English and American English, and give some examples. Activity 2. Ss guess which of the following words is British English and which is American English: apartment/flat bathroom/toilet can/tin candy/sweet fall/autumn mail/ post pants /trousers repair/mend game/match line/queue

check/banknote (cheque) penal /pen friend mom/mum sick/ill

elevator/lift

mad/angry

movie(film)/film cookie/biscuit

crazy/mad

drugstore/chemist‘s gas/petrol

Step 3 warming up T: Now let‘s enjoy a dialogue between two foreigners. T: Which language do they speak? Why do they misunderstand each other? (There exist differences between Englishes. The different Englishes make up the world Englishes.) Step 4 discussion 1. 2. 3. Do we need to learn both British and American English? What kind of English would you like to learn? Why?

Step 5 appreciation Appreciate the dialogue between Bush and Blair Step6 Homework 1. Preview reading 2. English weekly 3. p11 ex1,2.
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Reading
Teaching aim: a) Ss will be able to know the development of English and feel the role that culture plays in the change of language. b) Comprehend the whole passage c) Ss will be able to know how to get the key sentence of a paragraph. Teaching procedures: Step 1 lead in Ask students several questions in the form of brain storming. 1.Do you know the countries where people speak English? List them on a piece of paper. 2.What are the two main groups of English? 3.Do you know the differences between British English and American English? 4.Do you know the history of English? Step 2 fast reading English is not only different from country to country, but also different from what it was before. Read the title ―the road to modern English‖ and predict (预测) what the passage is mainly about? T: Scan the text to find or make out a key sentence for each paragraph. Let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words. Paragraph 1: The spread of the English language in the world Paragraph 2: Native speaker can understand each other but they may not be able to understand everything. Paragraph 3-4: All languages change when cultures communicate with one another. Paragraph 5: English is spoken as a foreign language or second language in Africa and Asia. Step 3. Intensive reading T: Let‘s enjoy the whole passage paragraph by paragraph again. Pay special attention to the following Qs: How did old English develop into modern English? Why does English change all the way?
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What other Englishes developed from the old English? (1). Give the three major periods of the development of English. the end of the 16th century-------- the next century ------------ today Who promoted the spread of English? People. When they moved, they carried English to different places. (2) T: Although they speak English, yet sometimes they can not understand each other well, why? --------- Because there exist differences between different Englishes, not only in vocabulary, but also in pronunciation and spelling. (hot/mum/honour/ honor/neighbour/neighor…..) (3) T: How do these differences come about? (Why does English change over time?) --------- Because of cultural communication. Ask ss to find out the characteristics of each time according to the time axis. AD450-1150: German 1150-1500: less like German; more like French In the 1600‘s: Shakespeare‘s English The time ADEL was written: American English Later: Australian English (4) T: Besides the countries where English is used as a native language, where else is English used as a foreign language? ---------- South Asia, India, South Africa, Singapore, Malaysia and China. Activity 1. fill in the chart AD450--1150 ____________ At the end of the 16th century ___________ ___________ Later Activity 2. Answer the following questions (1)What is the clue of the passage? (2) Why does India have a very number of English speakers? (3) When did people from England begin to move to other parts of the world?
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English was based on _______ English was more like French. How many people speak English? __________ Shakespeare made use of a wider vocabulary. American English gained its own identity. __________ English had its identity.

Activity 3: Choose the correct answers. Step 4 Post-Reading T: From the passage we can see English is widely accepted as a native, second or third language. No wonder the number of people learning English in China is increasing rapidly. Will Chinese English become one of the world Englishes? ---------- ― Only time will tell‖. T: How do you understand this sentence? ---------- It means that something can only be known in the future. T: What can you infer from this sentence about the development of English in China? --------- It indicates that it remains to be seen just how much the Chinese culture will influence the English language in the present country. Step 5. Language focus: 1) even if=even though: in spite of the fact; no matter whether: He likes to help us even if he is very busy. 2) communicate with: exchange information or conversation with other people: He learnt to use body language to communicate with deaf customers. 3) actually=in fact: used when you are adding new information to what you have just said: We‘ve known for years. Actually, since we were babies. 4) be based on…: 5) make use of: use sth. available 6) Only time will tell: to say that something can only be known in the future: Will China‘s national football team enter for the next finals of the World Cup? Only time will tell. Step 6 Discussion Work in groups. Discuss the question and then ask two groups to report their answers to the class. 1. Why do you think people all over the world want to learn English? Possible answer:

The reasons why people all over the world want to learn English:
★ With economy globalization, English has become the best bridge to serve the purpose of people all over the world communicating with one another. ★ However, like all major languages in the world, English is always changing. In order to adjust to native speakers from different parts of the world, it is a must for people all over the
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world to learn English, whether in English speaking countries or in non-English speaking countries. ★ Also, people from different parts of the world speak English with various accent and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating.(All persuasive reasons can be accepted.) Step 7 Homework 1. Read the passage as fluently as you can. 2. Find out some words and sentences you think are beautiful and recite them. 3. p11.ex2.3.4

Unit 2 English around the world Vocabulary and Useful Expressions

Warming up
1. They are called world Englishes and they include Canadian, British, American, Australian and Indian. include: v. 包括,包含 e.g. The price includes service. 这个价钱包括服务费。

【发散思维】
2. including prep. 包括 e.g. I have to prepare food for six people, including me/ me included. 我必须准备包括我在内 6 个人的餐点。

【趁热打铁】
When the accidents happened, there were 100 people on the bus, ________ A. include a teacher C. included a teacher B. including a teacher D. a teacher included

3. World Englishes come from those countries where English plays an important role as a first or second language, either because of foreign rule or because of its special role as an
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international language. I. where English plays an important role as a first or second language 是 where 引导的定 语从句,修饰 countries。 e.g. This is the house where I lived ten years ago. 这是我十年前住过的房子。 II. play a role : to act, take the actor‘s part in a play 扮演角色 e.g. The U.N. plays an important role in international relations. 联合国在国际关系方面扮演着重要的角色。 play a part: to be involved in an activity 参加某活动; 也可以表示―扮演角色‖。 e.g. She played an active part in the local community. 她积极参与地方活动。 (相当于 take an active part in ) She played an important role / a major part in winning the match. 她对这场比赛的胜利起了重要作用。 III. because of prep. by reason of (sb / sth);on account of 因为…,后接名词或代词。 e.g. He didn‘t attend the meeting because of the bad weather. 他由于天气不好而没有参加这个会议。

【同义词辨析】
because : for the reason that 因为。because 是连词,引导原因状语从句。 because of:是介词,后接名词或代词。

【趁热打铁】
They came here ___________. A. because us B. because of us C. because of we D. because we

IV. international adj.国际的;世界的 e.g. They signed an international agreement on nuclear waste. 他们签定了关于核废料的国际协议。 V. native 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)
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Reading
4. Would you please come up to my flat for a visit? 请到我的公寓来坐坐,好吗? come up : 1) if someone comes up to you, they come close to you, especially in order to speak to you. 走 过来,走近 e.g. One of the teachers came up and started talking to me. 一位老师走过来,开始和我谈起话来。 A man came up to him and asked for help. 一个人走到他前面,向他寻求帮助。 Why don‘t you come up to New York for the weekend? 为何不去纽约过周末呢? 2)if a subject comes up, people mention it and discuss it. (话题议题)被提出

e.g. His name came up in the conversation. The subject of salaries didn‘t come up. 他的名字在谈话中被提起。没有提薪水。 5. So why has English changed over time? 那么英语在一段时间里为什么会起变化呢? over: throughout (a period); during 贯穿(一时间段) 。 e.g. Over the years he has become more patient. 这几天他越来越有耐心。
【趁热打铁】 She has been ill in bed _____ the past week. A. at B. on C. over D. above [答案:C] 【点击高考】 They had a pleasant chat ______ a cup of coffee. [NMET 2003 年,北京,33] A. for B. with C. during D. over [答案:D over 在…时。他们在喝咖啡时进行了一次愉快的谈话。] 6. All languages change when cultures communicate with one another. 当不同文化互相沟通时,所有的语言都会发生变化。

culture:

the beliefs, way of life, art, and customs that are shared and accepted by people in a particular society. 文化

e.g. In our culture, it is rude to ask someone how much they earn. 在我们的文化中,问他人挣多少钱是不礼貌的。 I love working abroad and meeting people from different cultures. 我喜欢在国外工作,这样可以接触到不同文化的人。
7. Actually, it was based more on German than present day English. 实际上,当时的英语更多的是以德语为基础的,而现代英语不是。 I. actually in fact; as a matter of fact 事实上 e.g. Actually, he is telling a lie. 事实上,他在撒谎。 II. base: to use sth as grounds, evidence, etc for sth else, 常用于 base sth on sth 结构以及其被动结构 中,表示以某事物为另一事物的根据,证据等。
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e.g. He based his hopes on the good news we had yesterday. 他把希望寄托在我们昨天得到的好消息上。 III. present: adj. 1) the present day also the present in the time now, or modern times 现在的,目前的,当 前的 The custom has continued from the 5th century to the present day. 这风俗习惯从 5 世纪流传到目前。 2)in a particular place。 出席的,在场的,与 absent 相对。常用于 be present at/in A lot of students were present at the meeting. 很多学生出席那个会议。 (3) to be felt strongly or remembered for a long time. (事物等)留存(在心中) The memory of her brother‘s death is still present in/to her mind. 她弟弟的去世仍然记在她的心中。 8. It became less like German, and more like French because those who ruled England at that time spoke French. 它不那么像德语,而更像法语了,因为那时英国的统治者讲法语。 .rule : to have the official power to control a country and the people who live there.统治(国家,国民)

Queen Victoria ruled England for 64 years. 维多利亚女王统治英国 64 年。 9. It became close to the language you are learning now. 它变得更接近你们正在学习的这种语言。 close to: 靠近,接近 Our house is close to the bus stop. 我们的房子离公共汽车站很近。
10. In the 1600‘s, Shakespeare made use of a wider vocabulary than ever before. 莎士比亚用的词汇量比以前任何时期都大。 I. in the 1600‘s :在 17 世纪。也可以写作:in the 1600s. In the 1980‘s great changes took place in China. 在二十世纪八十年代,中国发生了巨大的变化。 【趁热打铁】 1) Through he is ________(60 多岁) , he is still learning English. 2) He came to China ________ (在二十世纪 60 年代) 。 [答案:1) in his sixties; 2)in the 1960‘s] II. make use of : to use 利用,使用 Students should make full use of their time. 学生应该充分利用时间。 III. vocabulary all the words that someone knows or uses. 词汇

Reading is one of the best ways of improving your vocabulary. 阅读是提高你的词汇量的最好的方法之一。 IV. than ever before:比以前… He is studying English harder than ever (before).
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One big change in English usage happened when Noah Webster wrote the American Dictionary of the English Language, giving American English its own identity. 英语用法发生了大变化,那就是诺厄·韦伯斯特编撰《美国英语辞典》的那个时期, 这本辞典体现了美国英语的特色。 identity: n. 本人,身份;相同,一致;个性 e.g. Why did she need to conceal her identity? 她为什么需要隐藏她的身份呢? 11. English is also spoken in many other countries in Africa and Asia, such as South Africa, Singapore and Malaysia. 在非洲和亚洲许多其他国家,比如:南非,新加坡,马来西亚等国人们也说英语。 such as: used when giving an example of something e.g. Cartoon characters such as Mickey Mouse and Snoopy are still popular. 像米老鼠和唐老鸭一样的动画人物仍然很受欢迎。 12. Today the number of people learning English in China is increasing rapidly. 目前在中国学习英语的人数正在迅速增长。 Learning English in China: 在句子中作 people 的定语。 e.g. There are a lot of parents waiting for their children at the gate of our school.

有许多家长在我们学校门口等着孩子。

【点击高考】
The picture _______ on the wall is painted by my nephew. A. having hung B. hanging C. hangs [NMET 2000 年春,北京] D. being hung

[答案:B hang 在该句中是不及物动词,现在分词 hanging 作 picture 的定语,表示一 种状态。]

Unit 2 English around the World Using language
Teaching Aim: Ss will be able to know that there are a lot of different dialects in the same language.

Teaching procedures

Step 1 Warming up

Enjoy a clip of film. T: What do you think of the film? When watching the film, can you understand it well? S: ….
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T: What made it difficult for you to fully understand the film? S: The different languages spoken in the film. T: How many local languages did you hear in this film? S: Sichuanhua, Guangtongnese and Putonghua. T: In China, different areas have their different dialects. Can you tell me some of them? T: And people in different cities speak different dialects. Can people from different cities recognize each other‘s dialects? S: Sometimes people have some difficulty in recognizing each other‘s dialects. T: How to solve this problem? Is there standard Chinese in China? What is it? Putonghua is regarded as standard Chinese. Although in daily life, local people speak their own dialects, in some occasions, they will have to use Putonghua to communicate with people from other areas. (Give more hints to help the students.) T: What kind of language is used in our class now? S: English. T: English is another kind of language. What you said is of course right, while what I said is also not wrong. Why? Because what you said is British English while what I said is American English. Are British English and American English the same? No, there are some differences between British English and American English. Then what are the differences? Do you know? Now I‘ll tell you. British English and American English are different in pronunciation, in spelling and in words and expressions. In fact, in each English-speaking country, English has its own identity. Even in the same country, people in different areas speak a little different dialects. Then for people who learn English as a second language, what kind of English should they learn? American English, British English, Australian English or Canadian English? Is there standard English? Today, we‘re going to learn a passage about standard English and dialects. Step 2 Skimming T: Read the passage quickly and find out the topic sentence for each paragraph. Para.1: There is no such a thing as standard English. Para.2: American English has many dialects whose words and expression are different from ―standard English‖. Para.3: Geography plays a part in making dialects.
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Step 3 Scanning T: Read the text again to locate particular information. 1. Do you know what standard English is from the text? Many people believe the English spoken on TV and the radios is standard English.(ie what is heard on the BBC) But believe it or not, in fact there is no standard English. ? believe it or not 信不信由你

e.g Believe it or not, John cheated in the exams. Believe it or not, the examination tomorrow is cancelled. 2. What is a dialect? When people use words and expressions different from ―standard language‖, it is called a dialect. 3. Why does American English have so many dialects? 1) People have come from all over the world. 2) Geography also plays a part in making dialects. ? Play a part/ a role (in) 在……中担任角色; 在……中起作用

e.g He will play the part of the doctor in my latest film. The UN plays an important part in international relations. Step 4 Post-reading T: From the passage, we know the US is a large country in which many different dialects are spoken. Then do you think people from different areas can understand each other? Why? Different dialects are just like branches of a tree. English is just like the trunk of a tree. Branches can‘t live without trunk. So people from different areas in America can understand each other. Step 5 Summary T: Language is rich and changing. As a learner, we should know about it as much as possible, keep up with its development and enjoy its beauty. Step 6 Homework

1. Do the exercises in ENGLISH WEEKLY
2. Keep an eye on dialects in our life.
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Listening
1.Listen for the first time T: Next, let‘s enjoy one of the most representative dialects in America--- Southern dialect. (Just listen to the boy‘s talking in Listening part on P14) T: Can you understand what the boy is talking about? What do you think of its pronunciation and intonation? S: It‘s difficult. /The way of speaking sounds strange-----T: It doesn‘t matter. It‘s really difficult for non-native speakers to understand the English dialects. Luckily, we have another speaker who interprets the dialect into simple and standard English. So please listen to it and grasp the general idea. And answer one question: Who is the second speaker? S: She is the boy‘s teacher Jane. T: Very good. 2.Listen again and answer the six questions T: Ok, now please listen to what the boy is talking about and try to find the answers to the following questions. (Students may be allowed to look at the script of dialect on P14; they should lay more emphasis on the Jane‘s talking) T: Could you find the answers to the six questions? Ss: Yes. T: Good. What does Buford think of Texas? How do you know it? _________________________________________________________________ T: How large was the catfish? _________________________________________________________________ T: Why did Lester get out of the water fast as lightning? _________________________________________________________________ T: Why did Buford and Big Billy Bob laugh? _________________________________________________________________ T: Can you answer Question 5? _________________________________________________________________ T: Well done! Buford says ―Hey, y‘all‖ to greet you. What does the second speaker say to greet you? _________________________________________________________________
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3. Listen for the third time, identify the words in dialect and find out their standard English equivalents. T: You‘ve done a good job. I‘m sure you have understood the main idea of the story. It contains a lot of words in dialect. Please turn to page 14, listen again and please try to identify them and find out their standard English equivalents according to the third listening and your understanding. Then finish the table. (Play the tape for the third time with the help of the scrip of the boy‘ talking on p14) Words in dialect y‘all ain‘t whole‘nother ya story‘bout swimmin‘ jumpin‘ feelin‘ catfish‘bout Alright thinkin‘ goin‘ sure‘nough Shoulda Outta Standard English

LISTENING TEXT Hello, everyone, I am Buford‘s teacher, Jane, from Britain. Perhaps you didn‘t quite understand everything Buford said. He said that he lives in Houston, a city in Texas. He wants everyone to know that he doesn‘t believe Texas is a state in the USA but a different country. Buford says that he would like to tell you a story about him when was a small child . One hot summer‘s day he was swimming with Big Billy Bob and Lester. They were jumping into the water, which felt good. Then he says that they saw a catfish almost the
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size of a house but, he adds, that the catfish was really smaller. Buford says that Lester thought he was going to be eaten by the catfish. He says, goodness, you should have seen Lester! He says that Lester got out of the water faster than lighting and climbed up a tree. Buford and Big Billy Bob just laughed a lot. To this day, he says, Lester won‘t visit that place.

Unit 2 English around the World Grammar and Useful Structure
1.Teaching aims Ss will be able to use direct speech and indirect speech 2. Teaching important point Summarize the rules of Direct Speech and Indirect Speech. 3. Teaching difficult point Learn about the special cases in which the tenses shouldn‘t be changed. 4. Teaching methods Discussing, summarizing and practicing. 5. Teaching procedures Step 1.Discovering useful words and expressions 1. Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you‘re your classmates. The teacher helps the students discover the difference in prepositions. 2. Revise the phrases be different from, pay a role(part) in, because of, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one‘s own identity, such as, Only time can tell, native speaker, Step2.Direct and Indirect Speech Revise the grammar of unit 1 Please change the direct speech into indirect speech 1. He said, ―I‘m going to Beijing tomorrow. 2. ―What a lovely girl!‖ they said. 3. He asked, ―Are you a teacher?‖ 4. ―This is the craziest thing I have heard of so far,‖ she thought. 5. Mr Wang said, ―I was born in China in September, 1972.‖
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6. She said, ―They had left when I arrived there.‖ 7. She says, ―Liu Fang is good at English.‖ 8. He said, ―The plane takes off at 6:30 am.‖ 9. He said, ―Where there is a will, the is a way.‖ 10. ― How much do you think it will cost?‖ he said. Step3 Discovering useful structures Ⅰ .Request and command Open your books-------------command Please open your books.------ request (polite) Can you open your books please? --------request (polite) Could / would you please open you books? --------request (polite) 1. Make clear the difference between commands and requests and finish the following exercises: 1) Go and collect the wood right now. 2) Could you go and get the shopping bags, please? 3) Shut the door at once. 4) Go and get my coat. 5) Would you please get that book for me? 2. Summary commands Close the door! Get me something to eat! Speak louder………. 3. Change the commands into requests. Close the door! Speak louder! Keep silent! Get me something to drink requests Please ……….. Would you please……. Could you please……

Ⅱ .Change a command into an Indirect Speech. told sb (not) to do sth ―Open the window,‖the teacher said to the students . ---------The teacher told the students to open the window. ―Don‘t open the window,‖ the teacher said to the students. ----------The teacher told the students not to open the window. Ⅲ .Change a request into an Indirect Speech
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ask(ed) sb (not) to do sth ―Open the window, please,‖ the teacher said to the students. --------The teacher asked the students to open the window. ―Don‘t open the window ,please,‖ the teacher said to the students --------The teacher asked the students not to open the window.

特别提醒 1.祈使句变为间接引语,主要使用动词不定式。
2.谓语动词要做一定变化。 ? 表示命令, 用 tell, order, command 等。 表示请求, 用 ask, beg, request 等。 表示忠告, 用 advise。

Step4 Practice 1.―Shut up,‖she said to him. 2.―Speak louder, please,‖ he said to her. ―Can you speak louder?‖ he asked her 3.―Try the lift,‖ she said to her. 4.―Don‘t wait for me,‖ he said to them. 5.―Stop wasting the time,‖ she said to him. 6.―Can you tell me a story?‖ the girl asked her father. 7.―Follow his instructions,‘ she said to me. 8.―Please could you come to the reception desk?‖ she asked him. 9.―Change your dirty uniform!‖ he said to the clerk. 10.―Can you lend me five yuan?‖ he asked me. 11.The English teacher said to us, ―Don‘t speak Chinese, speak English.‖ 12.She said to him, ― Don‘t play a trick on me again.‖ Step 5 Group work 1. In groups of four, think of at least three commands your teachers and parents usually give. You may follow these steps. 1) Choose one who is to give the first command. 2) Ask another person in your group to tell somebody what you said. 3) The third person will change the request or command from direct into indirect speech. 4) Change role so that each person gets the chance to give commands and turn them into indirect speech. Example:

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T: Please don‘t talk in class. S1: What did our teacher tell us? / What did our teacher say? S2: He told/asked us not to talk in class. / She said not to talk in class. Step 6 Homework 1.作业本 A

Unit 3 Travel journal
Warming-up Teaching aims 1. Ss will be able to learn things related to travel, e.g. the place the fares and transport, etc. Teaching important points 1. To talk about travel. Emotion goals: There are so many beautiful places in China and the whole world. We should love our country, love the whole world and love nature. Teaching aids a computer Teaching procedures: Step 1 Warming up Show the photos of some beautiful places visited by my son,ask ss to guess where they are. Show the photos of some beautiful places on the PowerPoint. (The Great Wall; Yuanming Yuan ; Budala Palace; Venice; The Liberty Statue in New York,America; Fujiyama.) Ask students whether they know where they are. T: Do you like traveling? T: Why do you like traveling? Enjoy beautiful scenery; Increase our knowledge; Make friends; Be good to health… T :How will you prepare for traveling? (including the time, the place, the means, the cost, the things you‘ll take along, … of traveling) 1. time: the Spring Festival; National Day; May Day; weekend; summer( winter) vacation… 2.destination: Enjoy some beautiful pictures of famous places with the whole class: 3.What to do: Rock climbing; rafting; bengee; skiing; hiking 4.travel cost: talk with the Ss quickly.
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5.things to take: ID cards(身份证) passports; money (cash); a book of maps; 等。 6.means of transportation: on foot; by bike; by bus; by car; by plane/by air; by boat/by ship/by sea What do you have to consider before you decide which means of transportation you will use? Talk about advantages and disadvantages. 7. background information: history; customs; culture; language; religion; politics; weather; … 8. Points for attention: Don’t throw away waste; Don’t park your bike or car in the wrong parking lot; Don’t make a fire freely; Don’t feed animal; Protect animals and plants; Do as the guide tells you do; …. Step 2 practice While you are discussing with your partner , ask each other the following questions: When are you leaving?Where are you going?How are you going to…? How long are you staying in…?When are you arriving in/at…?When are you coming back? Step 3 discussion Imagine you are going to an isolated island to do research work, make a list of the following things you are going to take.List from the most important to the least important,and state your reasons. Step4 homework Preview the text

Unit 3 Travel journal
Warming Up_Pre-reading and Reading
Teaching goals 1. Learn something about the Mekong River through reading. 2. Students can use what they have learned to describe a trip. 3. Students should realize if they want to be successful, what personalities they should have. Teaching important and difficult points: 1. Understand the text well. 2. Try to master the useful new words & expressions in this period. Teaching aids: a computer & a projector Teaching procedures Step 1 warming up

Do you like traveling along a river, a great river?
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As we all know, there are a lot of rivers in the world and also there are many great rivers. Now look at the chart. In the left column are names of some great rivers. In the right column are locations where the rivers lie. Please match them. What role does a river play in people‘s life? In other words, how do people who live along a river use it?
The suggested answers: People can drink the water in a river or wash their clothes. People can swim in a river in summer. People can use a river to irrigate their fields. People can use a river to produce electricity. People can travel along a river. Step 2 Lead In If you plan to travel along a river, what will you do? Step 3 Pre-reading T: Have you visited the Mekong River? If no, let‘s learn something about it. Enjoy a clip of video. 2. Can you list the countries that the Mekong River flows through? 3. Enjoy the beautiful sights along the Mekong River to arouse their interest of it. 4. The countries the Mekong River flows through Step 4 Reading In this step, get the students to read the text and finish some tasks. Task1: Scan the text quickly, then answer some questions ? ? ? ? 1. Who will travel in the text? 2. Where are they going ? 3. How are they getting there? 4.What did Wang Wei prepare for the trip?

1) Two years ago, …bought… 2) Then , …persuaded… 3) Last year, …visited… 4) Several months before our trip, …went to… ? ? 5What didn‘t she prepare for the trip? (1) 。She didn‘t know
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(2).She hadn‘t (3).She doesn‘t ? What kind of person is Wang Wei? Which answer is wrong? A. stubborn B. determined C. careless D. careful ? 5. Is it a difficult journey to cycle along the Mekong? Why? 6.What can you see when you travel along the Mekong River? Task2: Listen to the tape and pay attention to the pronunciation, then do the T or F exercise. 1.Wang kun is a high school student. 2.Both Dao Wei and Yu Hang are Dai and they grew up in eastern Yunnan province 3.The source of Mekong is in Qinghai province . 4.Finally Wang Kun agreed with his sister to cycle with her. 5.They found few atlas and books about Mekong River in library. 6. Mekong river begins at glacier on a Tibet mountain. the water there is clear but not cold. 7. Only a small part of the river is in China. 8.As it enters Southeast Asia, it moves slowly. Task3: Careful reading Read the text again and try to complete a form. their dream Their journey Their preparation The details of the Mekong River ? ? ? ? ? 1.It begins … 2.As it passes through valleys… 3. It enters… 4.After it leaves… 5. As it enters..
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?

6. Its

Task4: Consolidation Fill in the blanks Wang Kun and Wang Wei have ______ about taking a great bike trip. when they __________ from college. They _________ to _________ along the Mekong River with their ________. Wang Wei is very _______. Once she is __________ to do something she will never __________ her mind. Although it is difficult to travel along the Mekong River by bike, she ________ that they find the ________ of the river and begin their journey there. Step 5 Post-reading Task1: Make comparison An attitude is what a person thinks about something. Make lists of Wang Wei‘s and Wang Kun‘s similar and different attitudes about the trip. Task2: Debate Which character do you like,Wang Kun or Wang wei? Why? Task3: Understand two mottos Life is just a series of trying to make up your mind. Success belongs to the persevering Task 4:discussion If you and your friends want to go for a travel, what will you prepare, and why? Different travelers may have different purposes to travel, what about you when you plan to travel? Do you know Xu Xiake? Do you think his way of traveling is meaningful? Why? Step 6 Homework 1. Read the text again. 2. Write a passage about MeKong River

Unit 3 Travel Journey Vocabulary and Useful Expressions
Step 1 Homework checking 1. p20, ex2 (check one by one),ex 3 (read the passage sentence by sentence individually one by one 2. Retelling, get 2-3 Ss to retell Step 2 Language points 1. Ss give the phrases and expressions according to the Chinese T gives 2. Ss raise Qs on some difficult points they found while reading the text
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Warming up: 1. one-way fare / single-way fare (单程票价), round-way fare (往返/双程票价) 2. different kinds of transport (Br.E) / transportation(Am.E) Reading text: 3. journey down the Mekong 湄公河之旅 有 ―沿着‖之意,相当于 ―along‖, 1) 由北向南,由西向东用 down, 反之用 up; 2) 由城镇向农村时用 down, 反之用 up; 3) 依门牌号码,由大数字向小数字行进时,应用 down ,反之用 up; 4) 由上而下,如:沿着山坡而下,沿着江河顺流而下,从楼上到楼下由住宅 街上,应用 down, 反之用 up Para.1: 4. dream of / about doing 梦想,梦见(后接名词,代词,动名词) e.g. What a small world! I wouldn‘t dream of meeting you here. The young soldier sometimes dreams of his hometown. dream n. have/dream a dream, realize a dream 5. take a bike trip * 6. get a chance to do * 7. finally, adv. 最后,终于 final adj. 最后的,n (常用复数)决赛,期末考试 e.g. We waited and waited, and the train finally arrived. What is the final score of the table tennis single for men? How are you prepared for your finals? 8. cycle along * 9. go for bike rides * 10. in the countryside * 11. persuade sb (not) to do, 说服某人(不)做… persuade sb that + clause 使某人相信 Then she persuaded me to buy one.=Then she succeeded in asking me to buy one. e.g. The salesman persuaded us to buy his product. He tried to persuade me that he was honest. persuade sb to do sth 指成功地说服, ―说而不服, 或说而无果‖应用 advise sb to do sth / try to persuade sb to do 12. at the college/ university * 13. get / make sb interested in = interest sb, show interest in sth/ sb get+ n./pron.+adj.=make + n./pron.+adj. e.g. They didn‘t get home after school as usual, which got/ made mother worried. Para.2: 14. Although she didn‘t know the best way of… although ―虽然,但是‖,引导让步状语从句, 不与 but 连用 though 一般可与 although 互用, 引导的让步状语从句有时用倒装语序.作副词时, ―然 而,可是‖,通常放于句尾,并用逗号与句子隔开 e.g. Young though he is, he is very rich. He said he would come; he didn‘t, though. 15. a way of doing/ to do * e.g. She didn‘t know the best way of getting to places.= She didn‘t know the best way to get to places. 16. insist (若 insist 后面宾语从句的主语与主句的主语不一致,谓语由加动词原形构成, 其中 should 可省略) insist that sb (should)do 坚持认为,坚持说
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insist on/upon sth/ doing 坚持做,坚决做 e.g. We insisted that father (should) give up smoking. She insisted on/upon going to Beijing by air. 17. care about, care for, care to do care about 关心,忧虑 care for 喜欢,照顾 care to do 愿意/同意做某事 e.g. I don‘t care (about) what happens to him. Would you care for a drink? Would you care to go for a walk? 18. give sb a determined look, determined 坚定的,坚决的 e.g. They were determined to drive the enemy away from their country.=They determined to drive… determine to do= make up one‘s mind to do, decide to do 19. change one‘s mind, mind 此处解―意见,想法‖,[C] make up one‘s mind 下定决心,拿好主意 e.g. Once he has made up his mind, nothing can be done to change his mind. 20. at a altitude of…* 在海拔…米处 at a altitude of 10,000 feet 21. be excited about * 22. breathe the air, take a breath 23. experience [U] ―经验,感受‖ have experience in/at doing [C]―经历,体验‖ e.g. I‘d prefer a lady with rich experience in/ at looking after babies. His experiences in Africa are interesting. 24. give in 屈服,投降,让步 give in to sb 向某人让步,屈服于某人 give up 放弃 give up doing/sth e.g. The mother gave in and bought a toy for her child. Don‘t give up. You still have chances to win in the match. Para.3: 25. pass through through 指从两边穿过或穿过空间内部, across 指从一定范围的一边到 另一边 ―横跨‖表面 26. be surprised to do * Step 3 Sentence focus: 1. It was my sister who first had the idea… 强调句型:It is / was+被强调部分+ that/ who+其余部分 注意:强调句中 it 不能更换,is/was 与―其余部分‖的时态一致,数不受被强调部分单复数的影响,被 强调部分可以是除谓语以外的任何成分,被强调部分是人可用 that/who,其它一律用 that.被强调若是 原句的主语,who/that 之后的谓语动词在人称和数上与该主语一致。 e.g. I saw John in the street this morning. ---- It was I who/that saw John in the street this morning. (强调主语) ---- It was John that/ whom I saw in the street this morning. (强调宾语) ---- It was in the street that I saw John this morning. (强调地点状语) ---- It was this morning that I I saw John in the street. (强调时间状语) 2. She gave me a determined look---the kind that said…, the kind=the kind of look the kind 是 a look 的同位语,后面是 that 引导的定语从句, 其中 say 指 ―指明,表明‖ e.g The clock on the wall said a quarter to ten. 3. Once she has made up her mind, nothing can change it.=When she has made up her mind, nothing can change it. once conj.一旦……(就), 一经……便……,相当于 as soon as
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e.g. Once you understand the rule, you will have no difficulty. Translation: 钱一旦用完,我们该怎么办? What will we do once the money is gone/ used up? 一旦做了,就要把事情做得最好. Once you do it, you should do it best. 4. It becomes rapids as it passes through deep valleys, traveling across…traveling 是现在分词作伴随状语 e.g. One big change in English…..American Dictionary of the English Language, giving American English its own identity. Step 4 Homework 1. Recite paragraph 2 of the text 2. Listening p55, ex 1,2. p56, ex. 1, p57, ex 2, p21, ex 1,2,3 3. Read p80-82,notes of Unit 3, English Weekly, p2 4. find out all the sentences in the present continuous tense expressing the future in the text.

Unit 3 Travel Journey Listening, Speaking and Writing
Teaching goals: 1). To read the passage A NIGHT IN THE MOUNTAINS 2). To use the language by reading, listening, speaking and writing. Teaching important and difficult points: 1).Improve the students‘ writing ability. 2).Enable the students to understand the passage better. Step 1 Lead-in 1. Enjoy the music ―青藏高原‖ 2. Appreciate the beauty of Tibet. 3. Ask students several questions about the pictures, e.g. What do you think of these pictures? What‘s the weather like there? Do you want to go there? etc. 4. Talking about Tibet. Have you ever been to Tibet? Do you want to travel in Tibet? Can you tell me something about Tibet? Tibet lies on the Qinghai-Tibet Plateau of the southwest border of China. The average height of the whole region is more than 4,000 meters above sea level, for which Tibet is known as ―Roof of the World‖. The highest peak of Tibet, also the highest in Himalayas and in the whole world, is Everest Peak, which is as high as 8,846.27 meters above sea level.
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Although a part of China, Tibet has a unique culture of all its own. It is mainly inhabited by Tibetans, a minority nationality of old and mysterious people. Tourist attractions include the Potala Palace in Lhasa, Jokhang Temple, and a number of Buddhist sacred places. Tibet (Xi Zang in Chinese) is to the south of Xin Jiang Uygur Autonomous Region and Qing Hai Province, to the west of Sichuan, to the northwest of Yunnan and to the north of India and Nepal. Its population of 2.3 million people come from a variety of ethnic groups including Tibetan, Han, Monba and Lhota. Its capital city is Lhasa. Northwest Tibet, mainly Qing Hai plateau, is home to a variety of unusual and unique animals. Across the northern expanse of Tibet, you can see vast grasslands where horses, yak and sheep roam freely. The world's lowest valley, the Grand Yarlun-tzanpo River Valley lies in east Tibet. It is freezing cold in most time of the year. Most tourists come to visit Tibet only in the warmest seasons, June, July, August and early September. Step 2 Reading We know Wang Wei and Wang Kun have traveled down the Mekong. Today they have reached the Tibetan Mountains. They will stay there for a night. Now let‘s look at the passage ―A night in the mountains‖ on page 22. Read it quickly to find the main idea. Show some questions. 1) How does Wang Kun feel about the trip? (He is starting to like the trip.) 2) What do you think has changed his attitude? (seeing the beautiful land) 3) Is it natural for Wang Kun not to feel lonely? (Yes. Because the scene Wang Kun saw is beautiful. The sky was clear and the stars were bright. Also their cousins are waiting for him.) 4) Would you feel the same way in this situation? Why or why not? (You may have different opinions about this. Just speak it out and let us share your idea, will you?)

Listening & Extensive Reading
Step 1 revision 1. Check homework 2. revise part 1 and part 2 Step 2 lead-in Let‘s go on with Journey Down The Mekong River (part 3) with Wang Wei. The next day the travellers see a girl walking along the road. Wang Kun speaks to her. Turn to page 23 and do the listening text. Before listening to the tape, please read the words fast, then tick
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the words you hear on the tape. Ex 1,2,3 Step 3. Reading read the passage: The End Of Our Journey on page 59 Task 1 Fast reading 1. Do children in Cambodia have a good education? 2. Why did Wang Kun say that he felt lucky? 3. What‘s the difference between Vientiane and Phnom Penh? 4. Which country is larger, Cambodia or Vietnam? 5. How many times did the farmer grow a new rice crop every year? Task 2 Ss fill in the form with the information from the travel journal. Topic Population Half population Cambodia Laos the of Cambodia Twice the Seven Vietnam times the

population of Laos

population Cambodia

Weather

Dry and cool in autumn

Warmer in the south, cooler in the north

Learning

Half of its people can’t read or write

Farming

Rice and fish

Rice and fish

Rice, fish and fruit

Homework : English weekly edition 6 Reflection:

Unit 3 Travel Journey Grammar and Useful Structures
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Teaching aims
1.Ss will be able to use the Present Continuous Tense to express future actions. 2.Ss will be able to discover and use some useful words and expressions Teaching important points the Present Continuous Tense to express future actions. Teaching difficult points How to use the Present Continuous Tense to express a plan or something to be done according to plan.. Teaching aids a projector and a computer Teaching procedures: Step 1 Revision Revise the words and phrases learnt last period. Step 2 Lead-in What are you going to do this weekend? I‘m doing We can see that the verbs are all used in the ―-ing‖ form. They are ―the present continuous tense‖, but they express future actions or plans. The Present Continuous Tense may be used to denote an action that can be pre-planned or prearranged instead of the future indefinite in colloquial English. But please note that, not all verbs can be used in the ―-ing‖ form to express future actions. Such verbs as come, go, leave, fly, walk, ride, drive, stay, meet, die, see, have, arrive etc. are mainly used in the ―-ing‖ form to express future actions. Step 3 Practice 1.Look at the following dialogue and underline the verbs in this tense. A: Are you working this evening? B: No. We‘re having an English party, don‘t you know? A: Yes, I do. And we‘re giving some performance at the party. What are you going to do? B: I‘m singing song with my classmates. 2. Doing exercises No. 2 and 3 on page 21 Now turn to page 21 and do exercise 2. In the dialogue a newspaper reporter is interviewing Wang Wei about her plans for the trip along the Mekong River. However, they are not sure about some of the verb tenses. Can you help them complete their conversation?
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Let‘s continue to do exercise 3. Do you have any plans for the future yourselves? If you have any, please use the Present Continuous Tense to express your future actions. Give as much information as you can. Step4 Dialogue 1. First show an example: Where you going on holiday? A: Yanzi, where you going on holiday? A: When are you leaving? A: How are you going to Laos? A: How long are you staying there? A: Great. Have a good trip. Farewells: Have a good trip/ journey; Have a good day/ time; Have fun; Good luck; Take care! B: I‘ m going to Laos. B: Next Sunday. B: I‘m taking a plane. B: About two weeks. B: Thanks.

Enjoy yourself; Best wishes; Step5 HOMEWORK Do exercises on Page 56, 57

Unit 4 Earthquakes Warming Up, Pre-reading and Reading
Teaching goals: Knowledge aims: 1. Ss will be able to master the following useful new words and expressions. well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,useless,steel,shock,rescue,quake,electricity,army,she lter, fresh, organize, bury, at an end, dig out, coal mine, in ruins 2. Ss will be able to know the basic knowledge about Earthquake Ability aims: Develop Ss‘ reading ability. Emotional aims: 1. Ss will be able to know damages earthquake bring about and the ways to reduce losses of an earthquake. 2. Ss will be able to know how to protect oneself and help others in earthquakes 3. Ss will be able to be aware of terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged. Teaching important points: 1. Master the usages of the useful words and expressions above. 2. Improve the students‘ reading ability. Teaching difficult points: 1. The usages of some words and expressions. 2. How to train the students‘ reading ability in learning the text. Teaching methods:
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1. Explanation to get the students to have a clear idea. 2. Discussion to get the students to understand the text easier. Teaching Aids: A computer and a tape recorder Teaching procedures: I. Warming up Warming up by looking Good morning class. Have you ever experienced any natural disasters? Look at the pictures, can you name all the disasters?

volcano

fire

sandstorm

typhoon

hailstone

thunderstorm

flood

hurricane

earthquake

Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?

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(The earth is shaking; all the buildings will fall down; many people will die; many children will become orphans.) Warming up by discussing Now, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures. (beautiful cities; broad roads; tall building; large population.) What will happen if there has been a big earthquake in these two cities? As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now let‘s come to Pre-reading and decide what may happen before an earthquake comes. Step 1. Lead-in 1. enjoy a part of film of earthquake. (1)what other disasters does it have?(flood/ drought/earthquake/fire/typhoon/disease and so on)show some pictures (2).which disaster may cause the worst damage? ( earthquake) 2.Have ever heard a story of an earthquake?(show video of Tangshan and San Francisco earthquake) 3.Have you experienced an earthquake? If you have, tell me your experience. If no, just imagine what will happen before an earthquake? 4.The earthquake is coming, if you‘re trapped in the earthquake , how will you feel? What will you do? Will you leave right away? If you have time to take only one thing , what will you take, why? 5.What kind of damage can an earthquake cause? ( buildings are destroyed; people are killed; families are broken…) Step2. Fast reading Today, we‘ll learn a text ―A Night the Earth didn‘t sleep‖ First, let‘s look at the title again, why the earth didn‘t sleep for a night? What happened? What does the passage mainly talk about? Exchange your understanding of the passage with group members and work together to find the main idea of each part. Main idea of each part: Part 1 (para.1): Strange things were happening before the earthquake. Part 2 (para.2-3): The disaster happened and caused a lot of loss. Part 3 (para.4): All hope was not lost. Step 3 careful reading 1. Read carefully and try to get more information to fill in the blanks. Part 1:
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Strange things the water in the village wells the well walls the chickens and pigs mice fish rose and fell had deep cracks and a smelly gas came out were too nervous to eat ran out of the fields, looking for places to hide jumped out of the bowls and ponds

2. Individual work. Part 2: a). Get the students to find some details of this part. Details: 1. At 3:42 am, the greatest earthquake of the 20th century began. 2. Steam burst from holes in the ground. 3. Hard hills of the rock became rivers of dirt. 4. Bricks covered the ground like red autumn leaves. 5. Two dams and most of the bridges fell. 6. The railway tracks were now useless pieces of steel. 7. Sand now filled the wells instead of water. 8. Water, food, and electricity were hard to get. b). Fill in the blanks with the data ? 1/3 of the nation felt the earthquake . ? A huge crack that was 8 kilometres long and 30 metres wide cut across houses. ? In 15 terrible seconds a large city lay in ruins. ? 2/3 of the people died or were injured during the earthquake. ? The number of people who were killed or injured reached more than 400,000 . ? All of the city‘s hospitals, 75% of its factories and buildings and 90% of its homes were gone. 3. Group work Part 3: How were the people helped by the army? *The army organized teams to dig out those who were trapped and to bury the dead. *Miners were rescued from the coal mines. *Shelters were built for survivors whose homes had been destroyed. *Fresh water was taken to the city. Let the groups have a discussion with their partners about more ways to help the people in the earthquake. Step 4. Post-reading True or False 1. There were one million people in Tangshan at that time. T 2. The earthquake began 10 kilometres directly below the city. F 3. Not only the people but also the animals were shocked greatly. T 4. There was only one quake at that time. F 5. Before the earthquake there wasn‘t anything strange happening. F 6. Workers rescued most of the 10,000 coal miners to the south of the city. F 7.Almost everything in Tangshan was destroyed. T Step 5 Discussions.
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What shall we do or not do if an earthquake happens? Dos Don‘ts 1. Stay in a small room, such 1. Be close to the outside wall as kitchen or bathroom 2. Hide under the table or 2. Stay on the balcony bed, if you haven‘t time to escape , you may stand 3. Jump out of the tall buildings close to the inside wall with some things covering on the 4. Use the lift head. 3. If you stay in the open air ,keep off the tall building, and go to the fields without trees . Step 6 Summary Several days before July 28, 1976, many strange things happened in Tangshan. They were signs for the earthquake. At 3:42 am that day, the earth began to shake, which destroyed the city. Later that afternoon, another big earthquake struck Tangshan. More people were killed or injured and more buildings fell down. Soldiers were called in to help the rescue workers. Teams were organized to dig out the trapped and bury the dead Step 7 homework 1.Surf the internet to find more information about earthquakes. 2.Finish the ―learning about language‖ part on page 27. Step 8 reflection

Unit 4 Earthquakes Vocabulary and Useful Expressions
●从容说课 This period mainly deals with the important language points that appear in the Reading passage.But at first,teacher should check how well the students have understood the passage by asking some detailed questions based on the passage.While doing this part,students should keep their textbooks closed. There are a lot of numbers in the Reading passage.So next the students should finish one task in Learning about Language(Part 3) to know how to read these numbers in English. Then the teacher will deal with the important points in the passage.The purpose of this step is to help students better understand some difficult sentences and master the usage of some important words and expressions.So the teacher should give the students several minutes to look for the difficult points at first.In this way, the teacher can help the students remove the obstacles in reading.After that the teacher will explain the words and expressions and then show the students some typical examples to help them understand.Sometimes the teacher will compare the words or expressions with some similar ones.After this step,as consolidation,the students are asked to finish two short passages using the words and expressions that they have just learned in the unit.Another more difficult task is set to meet the needs, that is, to translate some sentences from Chinese to English by using the words and expressions in the brackets. ●三维目标 1.Knowledge: (1)Words: crack,burst,ruin,injure,destroy,shock,last 的具体用法。 (2)Phrases:
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at an end,right away,dig out 的用法 (3)Sentence patterns: All hope was not lost.(部分否定句) 2.Ability: (1)Train the students‘ ability to read different numbers in English. (2)Learn the usage of some difficult words and expressions. (3)Train the students‘ ability to remove the difficulties while reading. 3.Emotion: (1)Train the students‘ ability to cooperate with others. (2)Know the deadliness of an earthquake and the signs before an earthquake is coming. (3)Learn from the bravery of people in Tangshan to face the reality and rebuild the city. ●教学重点 (1)Train the students‘ ability to read different numbers in English. (2)Train the students‘ ability to cooperate with others. ●教学难点 (1)The explanation of some difficult words and expressions. (2)Train the students‘ ability to remove the difficulties while reading. ●教具准备 (1)a tape recorder (2)a projector (3)the blackboard ●教学过程 Step 1 Greetings Greet the whole class as usual. Step 2 Revision T: In the last period, we learned something about the terrible Tangshan Earthquake in 1976, which is the deadliest earthquake in China‘s history.Now I am going to ask you some questions based on the Reading passage. T:What did people in Tangshan see in the sky before the earthquake? S1:They saw bright lights in the sky. T:What did people hear? S2:They heard the sound of planes outside Tangshan even when no planes were in the sky. T:What did people notice in the wells? S3:People noticed the well walls had deep cracks,and a smelly gas came out of the cracks. T:Did people pay any attention to these abnormal phenomena? S4:No.They went to bed as usual that night. T:When did the earthquake begin? S5:At 3:42 in the morning of July 28. T:How many people were killed or injured in the quake? S6:More than 400000 people. T:Could the injured people go to hospital? S7:No,they couldn‘t because all of the city‘s hospitals were gone in the quake. T:Were there any aftershocks? S8: Yes.Later that afternoon, another big quake shook Tangshan.Many rescue workers and doctors were trapped under the ruins. T:Did the survivors deny the city and go to live in other places?
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S9:No.They did the rescue work with the help of 150000 soldiers sent by the army.Slowly the city of Tangshan began to breathe again. T:I am very satisfied with your work. Step 3 Learning about Numbers T:Maybe you have already noticed that there are a lot of numbers in the Reading passage.To read them correctly is very important.Sometimes there is a test on numbers in Listening. T:Now turn to Page 28 and look at Part 3.Match each word to the number that has the same meaning. (Allow Ss several minutes to finish the task.) T:Now let‘s check your answers. S:A.90% ninety percent B.10000 ten thousand C.1000000 one million D.150000 one hundred and fifty thousand E.75% seventy-five percent F.1/3 one-third G.500 000 half a million H.2/3 two-thirds Step 4 Important points T:In the Reading passage of this unit,there are some important words and expressions.I will first give you five minutes to pick out the difficult words,expressions and sentence patterns.You may work with your partner. (After five minutes.) S1:In the first paragraph,―... the water pipes in some buildings cracked and burst.‖ How can we understand ―burst‖? T:If something bursts or if you bursts it,it breaks open or apart suddenly and violently so that its contents come out. e.g.You are going to burst the balloon,if you are not careful. S2:In the first paragraph,―Farmers‘ wives noticed that the well walls had deep cracks in them.‖ and in the second paragraph ―A huge crack that was eight kilometers long and thirty meters wide.‖ Do the two ―cracks‖ have the same meaning? T: You are very careful.Yes, they have the same meaning.Both of them are nouns.―Crack‖ means a very narrow space between two things or two parts of something.―Crack‖ can also be a verb,meaning to break or make something break so that it gets one or more lines on its surface,as in the sentence ―In the city,the water pipes in some buildings cracked and burst.‖ e.g.She fell off her bike and cracked a bone in her leg. S3:How can we understand this sentence in the second paragraph ―It seemed that the world was at an end.‖? T:In order to understand this sentence,you have to know the meaning of the phrase ―be at an end‖.It refers to a situation in which something is finished or no longer existed. e.g.The long hot summer was at last at an end. Other examples are ―come to an end‖,―put an end to sth.‖. T:So now who can explain the sentence in our text? S4:Let me have a try.The earthquake was so terrible that nearly everything was destroyed.So people thought it was the end of the world. T:Excellent.And this sentence uses exaggeration. S5:In the second paragraph,―In fifteen terrible seconds a large city lay in ruins.‖ Why don‘t we use
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―ruin‖ instead of ―ruins‖? T: ―Ruin‖ can be an uncountable noun, which means a situation in which you have lost all your money, your social position,or the good opinion that people had about you. e.g.With the collapse of grain prices,small farmers are on the brink of financial ruin. While ―ruins‖ means the part of a building that is left after the rest has been destroyed. e.g.the ruins of a bombed-out office block S6:In the second paragraph ―Two-thirds of the people died or were injured during the earthquake.‖ Can we use ―wound‖ to take the place of ―injure‖? T:No.To injure someone means causing physical harm to someone,for example in an accident or an attack.To wound someone means injuring someone,especially by making a cut or hole in their skin using a knife,gun,etc. e.g.(1)One of the players injured his knee and had to be carried off. (2)Gunmen killed two people and wounded six others in an attack today. S7:In the third paragraph ―Everywhere they looked nearly everything was destroyed.‖ Can we use the word ―ruin‖ to take the place of ―destroy‖? T:No.―Destroy‖ means to damage something so badly that it no longer exists or cannot be repaired.If you ―ruin‖ something good or useful,it then usually exists,but no longer has its good qualities or features. e.g.(1)The school was completely destroyed in the big fire last night. (2)Too much sugar can ruin your teeth. S8:In the third paragraph,―People were shocked.‖What‘s the meaning of the sentence? T:―Shock‖ here means to make someone feel very surprised and upset and unable to believe what has happened. e.g.The murder of such a young child deeply shocked the whole community. S9:So the sentence in our text means people were surprised. T:Yes.But there is a slight difference between ―shock‖ and ―surprise‖.If something is,comes as,or gives you a shock it is unexpected and often very bad. e.g.It came as a great shock to hear she was leaving home. But a surprise is something that is unexpected,but is not necessarily bad. e.g.What a nice surprise! I didn‘t even think you were in the country! S10:In the third paragraph,―People began to wonder how long the disaster would last.‖ What does the word ―last‖ mean in this sentence?Is it an adjective? T:No,it is not an adjective but a verb.―Last‖ here means to continue for a particular length of time. e.g.The hot weather lasted for the whole month of July. As a verb, ―last‖ could also mean to manage to remain in the same situation, even when this is difficult. e.g.They won‘t be able to last much longer without fresh supplies. The word ―last‖ can also be used as a linking verb.It means being enough for someone to use. e.g.We only had $50 to last us the rest of the month. S11:In the last paragraph,―All hope was not lost.‖ What is the meaning of this sentence? T:This sentence is a partial negative.It has the same meaning with ―Not all hope was lost.‖ e.g.(1)All the students do not agree to the plan. (2)Not all the students agree to the plan. These two sentences mean some of the students agree to the plan,but some don‘t. Step 5 Consolidation T :Now after the explanations of the words , expressions and sentence patterns , let‘s do some exercises.Please turn to Page 28 and look at Part 2 in Learning about Language.Complete the passage with some of the words in the text.
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(After several minutes teacher asks one of the students to read the short passage.Correct any mistakes if there are any.) Step 6 Homework T: In order to master the usage of these words and expressions, please do some related exercises.Finish off the two parts in Using Words and Expressions on Page 63. ●板书设计 Unit 4 Earthquakes The Third Period Important Words: 1.burst (v.)2.crack (n./v.) 3.ruin 4.injure/wound 5.destroy/ruin 6.shocked 7.last(vi.) Important Expressions: 1.It seemed that the world was at an end. 2.All hope was not lost.(部分否定句) ●活动与探究 Story-telling Competition: For most of human history,people could only imagine what caused earthquakes to happen.So stories were told to explain this natural disaster.A story from India says that four very big elephants hole up the earth.The elephants stand on the back of a bigger turtle.The turtle stands on an even bigger snake.When any of these huge magical animals move,the earth begins to shake! 1.In pairs make up a story to explain how an earthquake happens. 2.Share your story with your classmates. 3.Choose which one is the most interesting.Give a reason. ●备课资料 知识点归纳: 1.shake 用法归纳(shake,shook,shaken) (1)抖动,震动,常作不及物动词,也作及物动词。 The house shook when the earthquake started. 当地震发生时,房子震动了。 She was shaking with anger. 她气得发抖。 His heavy steps shook the room. 他沉重的脚步使房子都震动了。 She was badly shaken by the news. 她对这个消息大为震惊。 (2)摇动,作及物动词 Shake the bottle before taking the medicine. 服药前摇匀。 (3)颤动,作不及物动词 His hands shook a little as he wrote. 他写字的时候手有点发抖。 His voice shook with emotion.
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他很激动,声音都有些颤抖了。 (4)shakeproof adj.防震的,抗震的 (5)常用短语: ① 和某人握手 shake hands with sb. shake sb.‘s hand shake sb.by the hand He shook hands warmly with me. He shook my hand warmly. He shook me warmly by the hand. 他和我热情地握了手。 ② 摇头 shake one‘s head (6)辨析 shake 系常用词,指―上下来回短促而急速地摇动‖。 Shake before taking. (药瓶标签上)服前摇匀。 tremble 指―由于恐惧、悲愤、兴奋等情绪或因寒冷、疲劳等引起无意识地颤抖‖。 She trembled at the lion‘s roar. 听到狮吼,她浑身发抖。 quake 可与 tremble 换用,但较为正式,指―强烈地颤动‖。 The earth quaked. 地震了。 quiver 指―轻微而急速地颤动、摇动‖。 The leaves quivered with the breeze. 树叶随微风摆动。 shiver 指―由于寒冷、恐惧或生病而发抖‖。 He shivered with cold. 他冻得发抖。 2.strike 用法归纳(strike,struck,struck/stricken) (1)打,击,敲,常表示用力打,可以是一次或多次。 Strike while the iron is hot. 趁热打铁。 hit 比 strike 稍弱,指一次性的打或击中。 beat 指连续多次地打,也指有节奏的击打,心脏跳动用 beat。 (2)触(礁) ,撞 His head struck the table as he fell. 他摔下时头撞在了桌子上。 (3)发起进攻,袭击 Our troops struck the enemy camp at dawn. 我们的部队在黎明时分袭击了敌营。 (4)擦(火柴) I struck a match and held it to his cigarette. 我擦着了一根火柴来点燃他的香烟。 (5) (钟)敲 I left immediately the clock struck twelve. 钟一敲 12 下,我就离开了。
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(6) (某种想法)突然出现,忽然想起 It struck me that we ought to make a new plan. 我突然想起我们得制订个新计划了。 (7)给(人)某种印象或感觉,给人深刻的印象(常用于被动结构) How does the plan strike you? 你觉得这个计划怎么样? I was deeply struck by her beauty. 她的美给我留下了深刻的印象。 (8)罢工 They are striking for higher pay. 他们在为争取高工资而罢工。 3.rise (rise,rose,risen ) (1)太阳、月亮、星星升起,出现 The sun rose at seven o‘clock. 太阳七点钟升起。 (2)升高 The river is rising after the rain. 雨后河水涨了。 Prices have risen steadily during the past decade. 过去十年间物价一直在上涨。 (3)起床;立起;站起来 (4)晋升 rise,raise 和 lift 辨析: 三个词都有―升起、抬高‖的意思。 lift 举起,抬起。常指将物体,尤其是重物,从地面或较低的位置抬高或举起,是及物动词。 He lifted the heavy box for me. 他帮我提起了那个重箱子。 raise 举起,升起,抬高,提高。是及物动词。可与 lift 互换,但 raise 强调动作的姿势;此外它 还有把某物―竖起来‖的意思。还可用在抽象的譬喻性质的短语里。 raise one‘s voice 提高嗓门 raise prices 提高价格 raise living standards 提高生活水平 The national flag is raised every morning. 每天早晨升国旗。 rise 升起,上涨,站起来。是不及物动词。常指由低而高的变化过程。 The next morning I was the first to rise. 第二天早上,我是第一个起床的。 4.seem 用法归纳 (1)似乎,好像(vi.) ① seem+不定式的一般形式 He seems to like the birthday present very much. 他似乎很喜欢这份生日礼物。 ② seem+不定式的完成形式 We seem to have seen you somewhere before. 我们似乎在哪里见到过你。 ③ seem+不定式的进行形式
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Several people in the crowd seemed to be fighting. 人群中似乎有几人正在打架。 (2)看来,似乎是(什么样子) (link-v.) ① seem+形容词 The doctor seems very capable. 看来这个医生很能干。 ② seem+分词 His first memories seemed connected with work. 他的第一记忆似乎与工作相连。 ③ seem+名词 It seems a pleasant city. 看来这是一个令人愉快的城市。 ④ seem+介词短语 You seem in high spirits today,Mary. 玛丽,看来你今天兴致挺高的。 (3)用于下面结构 ① It seems/seemed that ... It seems that they are looking for something. 他们仿佛在寻找什么东西。 It seemed to him that he had never worked so hard in his life. 他似乎一辈子都没有这么努力地工作过。 It doesn‘t seem that we can get our money back. =It seems that we cannot get our money back. 看来我们的钱弄不回来了。 ② It seems/seemed as if .... It seems as if the weather is improving. 看来天要好转了。 ③ There seems (to be) .... There seems to be no work for you to do here. 看来这儿没有工作需要你做了。 5.injure injure,hurt 和 wound 辨析: injure 伤害,损害(感情) ,毁坏(名誉) 。常指各种性质的身体上或精神上的伤害,常用于意外 受伤。是及物动词。 I hope I didn‘t injure her feelings. 我希望我没有伤害她的感情。 The football player was injured in his right leg. 那位足球选手的右腿受了伤。 hurt 伤害。没有 injure 正式,常用于口语。可用于指大、小伤害,也可指精神上的痛苦或感情上 的伤害,可用作及物或不及物动词。 He hurt his foot when jumping over the fence. 他在跳篱笆时伤了脚。 His words hurt me. 他的话伤了我的心。 My head hurts badly. 我头疼得厉害。 wound 受伤,伤害,损害。一般指打伤、刀伤等外伤,尤指战场上负伤;还可用于比喻,指精
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神上的创伤。是及物动词。 The soldiers wounded in the battle were taken care of by the nurse. 战斗中受伤的战士们由护士在照料。 He felt wounded in his honour. 他觉得他的荣誉受到伤害。

Unit 4 Earthquakes Listening, Speaking and Writing
Listening
Teaching goals: 1. Get a general idea of earthquakes and some other natural disasters; 2. Train students‘ listening ability and try to improve their pronunciation; 3. Know the damage that an earthquake and other disasters could bring about and ways to reduce the losses of an earthquake. Teaching important points: Train the students‘ listening ability and improve pronunciation. Teaching aids: A tape recorder; the blackboard; CIA 课件 Teaching procedures: Step1. Lead-in ----video of different natural disasters T: Our hometown is a place full of a kind of disasters. What is it? Typhoon, earthquake, hurricane tsunami, flood, tornado, drought…are all called natural disasters. Q. what damage will they bring about? ---- everything in ruins/ death/ losses… Step2. Introduction of Earthquakes (Let students get the general idea of earthquake) Q: what do you know about earthquake? What causes quakes and where do they often happen? How to predict an earthquake? Q: How to avoid being hurt?? ----through games Q: Have you heard of any land earthquakes? ----Two pictures in warming-up: Tangshan Earthquake and San Francisco Earthquake. Q: What do you know about these two earthquakes? Step3: Listening 1. Pre-listening ----brief introduction of San Francisco Earthquake Q: When did the quake happen? ---- 1906 Q: what damage did bring about? ---- About 700 people died in the earthquake and the fires. And as many as 250,000 people lost homes… 2. While-Listening ----according to the exercises in the text book 3. Post-listening
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----How can we reduce the damage of earthquake? What can we do? Step4: Homework ---- preview the reading ―A Night the Earth didn‘t Sleep‖ and learn new words of this unit

Speaking
Teaching Aims: 1. Enable the students to make a speech 2. Let the students enjoy some famous speeches Teaching Important and Difficult Points: 1. Review something about disasters 2. How to make a speech Teaching Methods: 1. Individual work 2. group work Teaching Aids: Computer, blackboard Teaching Procedures:

Step 1 Lead-in (Teacher shows a series of pictures of some disasters on the screen, let the students talk about their feelings or anything they feel about the pictures.) (The pictures are: fire, hurricane, typhoon, tsunami, earthquake…) T: In this unit, we learn a lot about disasters. We know disaster is not a good thing to us. We often feel sad or sorry if a disaster happens. T: Right now, you have just seen some of the disasters. Do you feel worried about these refugees? Ss: Yes. Step 2 Discussion T: Yes, everybody will feel sorry for them. But who is the most worried people when a disaster happens? Ss: families and friends / government and president / …….. T: Suppose, there is an earthquake happen somewhere in China, and you have a friend happens to be there. You are very worried. What will you do when you hear that an earthquake happens there? (Let the students discuss with their partner) Ss: I will feel very worried. I will make sure my friend is Ok as soon as possible. I will make a call to see if he is Ok. T: Again, suppose you are a president of a country, and an earthquake happens in your country. What will you do? Ss: It is my duty to comfort the refugees and the society. So first I will make a live speech to the whole country, telling my people that I know it and I will try my best to organize the rescue work and the rebuilding work after the earthquake. T: Yes, you are very clever. In fact, a real president will do just as you said ----- to make a speech. Now just let‘s listen to a real speech made by President Bush after a big earthquake hit India on the first day of New Year. (Play the tape record for the students)
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Step 3 Speech T: Right now we‘ve just listened to a speech made by President Bush. Do you know something about how to make a speech? Can you tell me when should we make a speech? Ss: a speech competition / election / the beginning of a new year / the opening of some activity / anniversary….. T: Yes, people need to make speeches at those times. Then do you know how to make a speech? What should we contain when we make a speech? Ss: Introduction: Give a strong first impression & preview your speech Body: Explain your ideas and support them Conclusion: Review your speech and leave a lasting final impression. Step 4 Text T: It seems that you know a lot about making a speech. I remember we say that we may need to make a speech when it is some important anniversary. T: You know 2006 is the 30th anniversary of Tang Shan Earthquake. Here is an invitation, inviting you to make a speech about it. You can look at the letter on your text book. T: You can include these points in your speech; 1. thank Mr Zhang Sha and the city government for inviting you to speak 2. thank the visitors, especially the survivors 3. thank those who worked hard to save survivors 4. list some of the things the workers did to help the survivors 5. thank those who worked hard to build the city 6. describe your feeling about the city, which is known as the ―Brave City of China‖. 7. encourage the people to be always proud of their city. 8. thank the visitors for listening to your speech. T: So try to give a speech, using these points. Now I will give you 5miniutes to finish the speech. (after 5 minutes) Step 5 Speech contest T: Times up. Have you finished your speech? Ok, I think it is time for us to hold a speech contest. We have 4 groups in our class. Each group, please choose one contestant to represent your group and join the class speech contest. …, …and … will be the judges. (Ask each group to give a speech and the chosen judges will choose the winner.) T: Congratulations to the winner! Step 6 Conclusion T: In this lesson we learned a lot about speech and we also made a speech by ourselves. So do you know how to make a speech now? T: At the end of the class, let‘s enjoy a very famous speech in human history. (Abraham Lincoln Gettysburg Address)

News Writing
Teaching aims:
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1. Get students to learn how to write news; 2. Train students the ability to cooperate with each other and to search for information; 3. Learn more about Tangshan earthquake and honor the people of Tangshan. Teaching difficulties: 1. How to make students learn writing in a more practical and effective way; 2. How to help students understand the tips for writing. Teaching procedure: Step 1: Lead-in ----The 30th anniversary of Tangshan earthquake (news) T: We have learnt the Tangshan earthquake. When did it happen? How many people died during the earthquake? Step 2: Presentation of students‘ news writing (homework of last class) ----point out the mistakes in news writing according to three aspects T: You have finished the news writing of Tangshan earthquake, and now it‘s time for you to show your project. Others have to point out the mistakes in his or her writing according to three aspects. ----Three aspects: headline; content and language T: What do you think of his or her writing? Is it a proper news writing? What have you done before your writing? Step 3: Tips for writing 1. Preparation ---- an outline Preparation: Choose a topic; decide what you want to say about the topic; Organize your ideas and write clearly. Outline: A headline; a list of main ideas; A list of important details 2. Headline ?Appreciation of headlines New business regulations; New tax on housing sales A Night the Earth didn‘t Sleep; Cyclists Ready to Go on the Road for Blind Kids; China Marks 30th Anniversary of Tangshan Earthquake; Does Beijing snack change its flavor? Memories of quake die hard for Tangshan survivors; Chao Chien-ming released.

?characteristics of headlines Q: what‘s the characteristic of headlines? ?practice ---- write headlines for the following news according to the picture and information given Flood relief efforts----The death toll on the Chinese mainland from Typhoon Kaemi has risen to 32, with at least 65 still missing. Local governments are sparing no efforts to carry out relief work. PLA celebrates 79th birthday----The Chinese People's Liberation Army is 79 years old, and the Defense Ministry has held a reception to celebrate. Quake hits Indonesian island----A moderate earthquake has struck near Indonesia's Nias island off northern Sumatra. The quake, with a magnitude of 5.6 struck just before 8.30 am, and was centered under the Indian Ocean, about 55 kilometers northwest of the main town on the island, Gunung Sitoli.

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Railway's impact on Tibetans----The Railway brings the remote Qinghai-Tibet plateau closer to the rest of the world. With people able to move in and out of the region more easily and the economic benefits the railway brings, the lives of Tibetans will never be the same again. 3. Content ---- How to organize your content of news ?Tips----Be clear of the content you want to mention; List your ideas; Write the most important thing in the beginning and the less ones in the following ?Practice----write the beginning of news according to the information and picture given A woman; rifts on the wall; earthquake measuring 5.1degrees; Wen'an County, north China's Hebei Province; 11:56 a.m. Tuesday, July 4, 2006; the quake‘s epicenter --about 110 kilometers from Beijing and 80 kilometers from Tianjin; casualty –not known A woman points at the rifts on the wall of a village school after an earthquake measuring 5.1 degrees on the Richter scale jolted Wen'an County, north China's Hebei Province at 11:56 a.m. (Beijing Time) Tuesday, July 4, 2006. The quake was a shallow-focus one, with its epicenter being around 110 kilometers from Beijing and about 80 kilometers from Tianjin. No casualty was reported at press time. 4. Language Tips----clear; objective; brief; accurate; written English… Step 4: Appreciation of news Radio----VOA news: ―Aid for tsunami victims‖ News report----―Tangshan Quake 30th Anniversary‖ Step 5: Improvement of students‘ writing ----Improve your news writing about Tangshan earthquake

Unit 4 Earthquakes Grammar and Useful Structures
Teaching Aims:
1.Review the Attributive Clause and learn to use the relative pronouns: who, whom, which and that. 2. Learn the relative pronouns: whose

Teaching Important Points:
Review the Attributive Clause and try to master the relatives better.

Teaching Difficult Points:
How to help the students master the Attributive Clause better.

Teaching methods:
!. Review method to help the students remember what they have learnt before. 2. Individual work or pair work to make every student work in class.
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Teaching aids:

computer

Teaching procedures:
Step 1 game Guess the name: 1.He is a Chinese scientist who/that made the first seismograph. Zhang heng 2.He was a great Chinese navigator who/ that made seven voyages to the Indian Ocean. Zheng He 3.It is the only country that covers an entire continent. Australia 4.He is a Chinese basketball player who was born in Shanghai. Yaoming 5.China launched its first lunar probe on 24th,October, which marks a new milestone in the country's space exploration history. Chang‘e I Step 2 lead in 1.Show some pictures of our school. Jin Qing high school is a school which/that is very beautiful This is our new school which/ that we love very much. This is our dormitory building which/ that is beautiful and clean. 2.Discuss with your partner the following questions What kind of teacher do you like best? I like a teacher who/that… What kind of students does Mr. Zhang like best? The students (that/who/whom) Mr. Zhang like best… 3.present the following sentences. We study in a school whose environment is very beautiful. This is the dining hall whose food is very delicious The man used to be a football player. His leg was hurt in a match two years ago. The man whose leg was hurt in a match two years ago used to be a football player. 4. practice: join two sentences into one. Do you know the girl? Her hair is very short in our class. Do you know the girl whose hair is very short in our class? He is the student. I broke his pencil yesterday. He is the student whose pencil I broke yesterday. Mr King was quickly taken to hospital. Her legs were badly hurt. Mr King, whose legs were badly hurt, was quickly taken to hospital. We shall make a decision about Ms King. I have told you her story. We shall make a decision about Ms King, whose story I have told you. 5.关系代词用法 关系代词 that which who whom 指代 人/物 物 人 人
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在从句中的作用 主/宾 主/宾 主/宾 宾

whose (=of which)

人/物

定语

Step 3 Practice 1.Please make sentences with the pictures and the given key words, using the Attributive Clauses. Show some pictures about sports meeting. 2. fill in the blanks. 1.The man _________came to our school is Mr. Wang. 2.The girl _________________ I met is Lucy. 3.A child _______parents are dead is called Tom. 4.I like the book ____________ you bought yesterday. 5. We shall never forget the days ____________we spent together. 6.I like the person _________you just talked. 7. I have a room ________window faces south. 3. Make a report about the typhoon There was a typhoon ______ attacked Taizhou on Oct. 7th this year. It was a strong typhoon ___________ stayed in Zhejiang for a long time. It brought strong wind and heavy rain, ______ caused a lot of damage. More than 5 million people went through the typhoon, among ______ many people were trapped or injured. Many buildings fell down. It caused flood and mud-rock flow in many places, _____ resulted in a loss of more than 4.5 billion money. Teams were organized to rescue those ______ were trapped and help was given to those ______ suffered from the typhoon. Luckily, it was reported that no one was killed. 4.Translate the following proverbs: 1. He who laughs last laughs best. 2. He who does not reach the Great Wall is not a true man. 3. All that glitters is not gold. 4. The hands that push cradles are the hands push the world. 5. He who loves others is constantly loved and he who respects is constantly respected 6. Those who climb high often have a fall 7. God helps those who help themselves. 8. All is well that ends well. 9. Nothing in the world is difficult for one who sets his mind to it. 10. He who knows others is learned, and he who knows himself is wise. 11. True friendship is like sound health, the value of which is seldom known until it is lost. Homework: class 2: 1.Exercise book A P34-36 2. English weekly p4 part 3 Class 12: 1. English weekly p4 part 3 2. English book p29 Ex2 Reflection:

Unit 5 Nelson Mandela---a modern hero Warming Up, Pre-reading and Reading

一、Teaching Aims 教学目标 Teaching contains From page 33-35 1.Target language 语言目标 a. 重点词汇和短语
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period, advise…on, continue, fee, fare, gold, be worried about, out of work, stage, vote, position, accept, violence, as a matter of fact, blow up, put in prison, equal, make + O + adj, imagine, in one way, blankets, degree, allow sb to do, guard, stop from, educated, come to power, beg for, terror, fear, cruelty, reward, rights, be proud to do. b. 重点句子 It was in 1952 and he had opened a black law firm to advise poor black people on their problems. P34 After trying hard, I got a job in a gold mine. P34 He told me how to get the correct papers so I could in Johannesburg. P34 2.Ability goals 能力目标 Talk about great people Express your points of view Use the Attributive Clause with prep. Or the Relative Adverbs: Where, when, and why Learn to write a passage about a great person. 3.Learning ability goals 学能目标 Improve the Ss‘ abilities of listening and speaking. Enable the Ss to understand the important events completely. Enable the Ss to get a good mastery of some words and expressions. Enable the Ss to learn about the expressions of some famous people Enable the students to learn how to talk about the famous great people. 二、. Teaching important points 教学重点 Understand the real meaning of the hero / heroine Who is your hero / heroine ? Why do you like him / her so much ? 三、Teaching difficult points 教学难点 The Attributive Clause ( 2 ) --- where, when, why. Use the Attributive Clause with prep. Or the Relative Adverbs: Where, when, and why Learn to write a passage about a great person. 四、Teaching methods 教学方法 Fast reading and careful reading Asking and answering activity to check the student‘s understanding of the text. Individual, pair or group work to finish each other Discussion 五、Teaching aids 教具准备 Slide projector, Tape-recorder, computer 六、Teaching procedures and ways 教学过程 Step 1 Revision Go over what has been learned in the last period. Who do you admire greatly? Yao ming Luxun Newton Step 2 Background about some characters William Tyndale William Tyndale ( 1484-1536 ) was a 16th century priest and scholar who translated the Bible into an early form of Modern English. Although numerous partial and complete English translations had been made from the 7th century onward, Tyndale‘s was the first to take advantage of the new medium of print, which allowed for its wide distribution. Beside translating the Bible, he also held and published views which were considered heretical, first by the Catholic Church, and later by the Church of England which was established by Henry VIII. Because his Bible translation also include notes and commentary promoting these views. His
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translation was banned by the authorities, and he himself was burned at the stake in 1536, at the instigation of agents of Henry VIII and the Anglican Church . Gandhi Gandhi ( Oct,2 1869- Jan, 30, 1948 ) was one of the founding fathers of the modern Indian state and an influential advocate of pacifism as a means of revolution. He helped bring about India‘s independence from British rule, inspiring other colonial peoples to work for their own independence and ultimately dismantle the British Empire and replace it with the Commonwealth .His principle of satyagraha , often roughly translated as ― way of truth ‖, has inspired generations of democratic anti-racist activities including Martin Luther King , Jr and Nelson Mandela . He often stated his values were simple: truth and non –violence. Neil Alden Armstrong Neil Alden Armstrong ( Aug, 5 1930 ) is an American pilot , astronaut, and the first person to walk on the moon .He was born in Wapakoneta , Ohio and served in the Korean War as a jet fighter pilot for the US. Navy. He attended Purdue University, where he was a member of a fraternity, Phi Delta Theta , and received a Bachelor of Science degree in 1955. The he became a civilian test pilot for NASA and piloted the 4000 mi/h X-15 rocket plane. From 1960 to 1962 he was a pilot involved in the cancelled U.S During the actual mission, he took manual control of the Lunar Module Eagle and piloted it away from a rocky area to a safe landing. Several hours later he climbed out of the LM and became the first person to flub line on the moon, with the words ―That‘s one small step for a man, one giant leap for mankind.‖ Abraham Lincoln President Abraham Lincoln, the sixteenth president of the United States (1861- 1865 ) Albert Einstein Albert Einstein is one of the greatest scientists of the century in the world. He was born in Germany. His theory in physics helped the world to know more about the universe. So he was given the Noble Prize in 1921. However , in 1930s , because of Hitler‘s rule, he was forced to leave his homeland and go to the U.S.A. He lived the rest of his life there and died in 1955, at the age of 76. Marie Curie Marie Curie ( 1867- 1934 ) , Polish scientist , ws born in Warsaw , on Nov 7th , 1867 , and died in France, on 4th July 1934. She graduated in Mathematics and Physical Science and got married in 1895 with the French physicist , Pierre Curie. During her work , the Curie couple discovered a new radioactive element named polonium in honor to Marie‘s homeland . Together with Becquerel, she obtained the Noble Prize for Physics in 1903. She founded the Radium Institute of Paris , and was the main responsible until her death. In 1911 she was awarded the Noble Prize for Chemistry. Sun Yatwen Sun Yatwen ( Sun Yixian , Sun Zhongshan , SunWen 1866- 1925 ) is considered the founding father of modern China. Born in a peasant family . He was accorded the appellant of ― pioneer of the revolution ‖ Qian Xuesen He is widely considered as the ― father of the Chinese space program ‖. As one of the leading rocket engineers at the California Institute of Technology. In the 1990s , he , who had worked on top-secret projects all his life, become one of the most well – known intellectuals. Step 3 Reading Get the students to comprehend the passage quickly and accurately, and meanwhile help the Ss to form a good habit of reading. Read the passage on P34 to get the answers to Part 1 and Part 2 of comprehending. Silent reading Read the text through in 3 mins, and then try to find the main idea of the text: It tells us sth. that happened before Read the passage on Page 34 to get the answers to Part 1 and Part 2 of
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comprehending. ( 5 mins ) Understanding ideas 1. Why did Elias support Nelson Mandela? 2. What problems did Elias have? 3. Why did he support violence when he did not agree with it? 4. What would you have done if you were Elias? Discussion of ideas Here are some possible questions students could talk about: 1. Why did the white people not treat black people fairly in South Africa? 2. How do you think the white people stopped the black people from being treated fairly? 3. Is it right for some people in one country to treat other people in the same country differently? Give a reason Read the text again and summarize the main idea of each part. (work in group of four). Ask the Ss to pay attention to the first sentence of each paragraph. How many parts can this text be divided into? (2 parts ) Give the main idea of each paragraph Part 1: (Para. 1----2 ) The life of Elias‘ life before he met Nelson Mandela. Part 2: ( Para. 3 and 5) The change of Elias life after he met Nelson Mandela and what Mandela did. Do Exercises 1, 2 and 3 Careful study Read the text again carefully, after that, answer the following questions Step 4 Extensive Reading Get the Ss to learn more about Nelson Mandela from P38 Finish the related exercise Who do you think is a great person? What do you think I should do then? Which food do you think is healthy and which is unhealthy? Choose the answer which you think is correct in the following. Are you willing to do public service work without pay? Step 5 Speaking & talking Talk about your hero/heroine Discuss in pairs to talk about the qualities great people have. Sa: In my opinion, a great person is someone who should be hardworking, determined, unselfish and generous. If he/she works hard, no matter how great the difficulty he/she meets, he/she will try to deal with it. If he/she is unselfish and generous, he/she will help others without pay and get respect from others. If he/she is determined /she will never lose heart when he/she is in trouble. Sb: As far as I know, a great person is someone who should be kind, brave, determined and confident. As a great person, he first should be kind-hearted. Only when he is kindhearted, he can help others when they are in trouble. Second, he should be brave. When he is facing danger, fear or terror, he would no be afraid. And he should be determined and confident. When he has confidence he will never lose heart in front of failure. T: I think both of you said are very good, thank you. Step 6 Language points 1. be willing to do sth be willing for sb. to do sth. will n. 意志, 意愿 wish n. 心愿, 愿望
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I‘m willing to help you. I‘m quite willing for your brother to join us. Where there is a will, there is a way. It‘s my best wish to you ! 2. Do you easily lose heart when you are in trouble? lose heart ( 不可数 ) 灰心, 泄气 lose one‘s heart to 爱上, 喜欢 Please don‘t lose heart, you still have more chances. She lost her heart to him as soon as she saw the handsome soldier. at heart 从内心来说 heart and soul 全心全意 break one‘s heart 心碎 put one‘s heart into 把全部心思放在 learn / know by heart 记熟 3. in trouble ask for trouble 自寻麻烦 make trouble 制造麻烦 take trouble to do sth. 费心做某事 get into trouble 遇到麻烦 have trouble (in) doing sth. 做某事有困难 save / spare trouble 省事 1) He never came except when he is __________ ( 有麻烦 ) 2) Don‘t imagine that you‘re the only person _________ ( 不幸 ) 3) The boy _______ ( 出事了 ) when he left home to live in London. 4) That‘s none of your business. Please don‘t _______ (自寻麻烦) Keys: 1. in trouble 2. in trouble 3. got into trouble 4 ask for trouble 4. he fought against the German Nazis and Japanese invaders during World War fight +n. 与------ 作战 / 打架 fight for 为了----- 而战 fight against 与------作战 / 斗争 fight with 与------作战 / 并肩作战 fight back 还击, 忍住 fight a battle. 战斗 fight one‘s way back ( out ) 费很大劲恢复, 打回去 They told the workers to fight for their rights. We will have to fight against difficulties. If the enemy comes, we‘ll fight back. 5. He gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way. give up 放弃 give in 让步 She has given up her life to nursing the sick. Don‘t give up halfway. You can‘t win the game, so you may as well give in. 6. He fought for the black people and was in prison for thirty years.
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be in prison 在狱中 go to prison 入狱 put ----- in prison send ---- to prison throw ---- into prison 把 ----- 投入监狱 be taken to prison 被关进监狱 They broke into prison and set free the soldiers who had been imprisoned. He has thrown in prison for five years and you may see him at home nest year. 注意: 以上短语 prison 前不带冠词,若表示在监狱工作或去办事,就要加冠词 7….only then did we decide to answer violence with violence. 当修饰状语位于句首时, 句子采用部分倒装的结构,而修饰主语时句子不用. Only by practicing a few hours every day will you be be able to master English. Only when the war was over was he able to return home Only in this way can you hope to make improvement in the operating system. 8. advise vt. advise + n. advise sb. to do advise doing advise sb. on sth. advise + wh- + to do advise + that ( should ) + do that----a piece of advice 1. We are often advised _____ notes in class, but few do so. A. taking B. take C. to take D. took 2. My sister advised me that I ______ accept the job. A. would B. might C. could D. should 3. The old man often advised the young workers on ______ the machine and they learned quickly. A. to operate B. how operate C. how operating D. how to operate 4. I advised _____ until the right time but they wouldn‘t listen . A. to wait B. waiting C. waited D. on wait Keys : CDDB 9. We choose to attack the law. choose + n . 选中 choose from / between 从------选择 choose sb. + as / for 选某人当----choose sb. sth. = choose sth. for sb. 为某人选物 choose + wh- + to do cannot choose but do 只好做---1. Some people say that they _______ to live in the countryside. A. enjoy B. feel like C. choose D. don‘t to 2. No doubt her husband could have told her , but he didn‘t ______ . A. choose B. choose to C. choose from D. choose to do 3. There are five pairs _______ , but I‘m at a loss which to buy. A. to be chosen B. to choose from C. to choose D. for choosing Keys : CBB Step 7 同义词比较
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first of all at all after all first of all 表示―首先,第一‖。 at all表示―根本,到底‖,常用于否定句或疑问句中 after all表示―毕竟,到底,终究‖。请比较: If you want to pass the next test first of all you must work harder than before. 如果你想通过下次考 试,首先你就要比以前下更多的功夫。 The lady likes classical music but she doesn‘t like pop music at all. 那位女士喜欢古典音乐,但她一点都不喜欢流行音乐。 You must let him try once again. After all he has done this job for the first time. 你一定要让他再试 一次,毕竟他是第一次做这种工作。 question problem;trouble;matter 四个名词都可译为―问题‖。 question指主观存在的疑虑,疑问 problem指客观存在和遇到的疑难问题 trouble表示―麻烦,问题‖,指客观存在并且有点棘手的问题 matter表示―事情,麻烦‖,指具有某种特征的事例。请比较: The father wondered how to answer his son‘s question. 那位父亲不知道该如何回答儿子的问题。 People still have many problems when they want to cure SARS now. 现在,人们要想治愈―非典型性肺炎‖仍然还有许多问题。 The young man has got some trouble while he is walking across the field. 那个年轻人在横穿田地时惹了 一些麻烦。 It is still a serious matter that some people drive after having drunk. 一些人酒后驾车仍然是一个严重的问题。 besides except except for but 这四个介词或短语都表示―除了‖ 。 但是besides强调包含在内,意为―除了……以外还有‖ except强调排除在外,不包含在内,表示―除……外 except for表示―除了‖,引出一个相反的原因或事例 but也表示―排除在外, 不包含在内‖, 相当于except, 但它通常与某些不定代词如nothing, all, anything, no one,anyone等连用。请比较: . 除了踢足球以外,约翰还喜欢打篮球和排球。 All the boys took part in this activity except Li Ming. He went to Hefei with his parents then. 除了 李明,所有男生都参加了这次活动。他那时和他的父母一起到合肥去了。 Your composition is very good except for some spelling mistakes in it. 你的作文写得很好,除了里面 有一些拼写错误。 Nobody but Mr Wu will talk to the man.除了吴先生,没有谁愿意跟那个男子谈话。 Discussion of ideas Retell the text according to the mean idea Homework Exercise 1 and 2 on page 71 Copy the left new words and expressions

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Unit 5 Nelson Mandela—a modern hero Vocabulary and Useful Expressions
●从容说课 This is the fifth period of this unit.In this period,students are designed to discuss what kind of person Bill Gates is.The purpose is to give students a chance to practice their oral English,at the same time,they can have a thorough idea of qualities great people have in common.In this period,there is a reading passage to practice reading.This is the end of Elias‘ story.In order to arouse the students‘ interests in reading and develop the ability of prediction,it is important to have a discussion about the possible final result before reading.What‘s more,there are some new words and expressions in the passage,so it is necessary to deal with the new words and expressions of this part, so as to make it easy for students to understand the contents. ●三维目标 1.Knowledge: Learn and master the new words and expressions in this period. Words:blanket,degree,guard,educated,terror,fear,cruelty,reward,right,criminal,leader Phrases:come to power Sentences: I felt bad the first time I talked to a group. We read books under our blankets and used anything we could find to make candles to see the words. As they were not cleverer than me,but did pass their exams. 2.Ability: (1)Talk about the fine quality of great people to improve the students‘ speaking ability. (2)Do reading practice to improve the students‘ reading abilities. (3)Learn to think about a person or a situation in different respects. 3.Emotion: (1)Learn about some great people and qualities they have in common. (2)Develop the students‘ moral quality. ●教学重点 (1)Have a discussion about the fine quality of great people to improve the students‘ speaking ability. (2)Enable the students to grasp the main idea of the passage. (3)Improve the students‘ reading ability. ●教学难点 (1)How to express their own opinions and ideas. (2)How to grasp the main idea of a text or a passage. ●教具准备 The multimedia and the blackboard. ●教学过程 Step 1 Greetings Greet the whole class as usual. Step 2 New words T: Today we will learn another passage ―The rest of Elias‘ story‖.Before that, let‘s first learn new words in this passage.Please have a look at the key words on the blackboard.Do you know the meanings of them? If not,you can check them on Page 97. (Give them several minutes for them to get to know the meanings of these words.) T:Let‘s read these new words together.
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Step 3 Lead-in T: Well.From the first passage, we know some information about Elias.In the last paragraph of the first passage, Elias told us that although he did not like violence, but in 1963 he helped Nelson Mandela blow up some government buildings because he thought it was to realize their dream of making black and white people equal.But as we all know,it broke the law.What would happen to him?You can have a discussion about this question with your partner. (Two minutes later.) S1:In my opinion,he was caught and put in prison for years. S2:I think he was very lucky to escape being punished. S3:I believe that he was caught and be sentenced to death. T:Yes.Maybe different students have different opinions about Elias.Today we‘ll finish reading the story.After this period,you will know what actually happened to him. Step 4 Listening T:Now please listen to the passage carefully and find the answer to this question:What happened to Elias? (Show the question on the screen and play the tape for the students to listen.) T:Who would like to answer the question? S4:Elias was sent to Robben Island. T:Can you tell me something about Robben Island? S4:Yes.It was a prison from which no one escaped.The sound of its name made people afraid. Step 5 Reading T:Good.Please open your books and turn to Page 38.Read the passage carefully and then choose the best answer to complete each sentence. (Show the following sentences on the screen.) Choose the best answer to complete each sentence. 1.Elias was unhappy in the prison because____________. A.he was kept with the criminals B.the prison guards studied with him C.he had to study D.he could not study for a degree 2.Nelson Mandela showed how good a leader he was because____________. A.he fought the guards in prison B.he refused to let the guards study in his school C.he let the guards study in his school but not take the exams D.he let the guards study even though the prisoners could not take the exams 3.Life for Elias was not too bad in prison because____________. A.he had to study B.he could study with the guards C.he wanted to study D.he could study and get a degree 4.As leader of South Africa,Nelson Mandela helped prisoners of Robben Island by________. A.giving them an education B.giving them money C.putting the guards in prison D.giving them a job T:OK.Everyone,are you ready? Ss:Yes. (The students begin to read.A few minutes later,teacher begins to check their understanding of the text.) T:Now please check your answers with your partner.At last,I‘ll check the answers.
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(Suggested answers:DDBA) T: You all did a good job.Now, you‘ve understood the passage better.Now please read the passage after the tape. Step 6 Retelling T: Well, I think up to now you have known a lot of information about Elias.Now suppose you are Elias‘ friend , please introduce him.I‘ll give you some minutes to prepare.Maybe you can begin with your introduction like that:Elias is my good friend.He.... (Some minutes later.) T:OK.Time is up.Who‘d like to have a try? S6:I‘d like to.Elias is my good friend.He was a poor black worker in South Africa.He began school at six.But two years later,he had to leave because his family could not continue to pay the school fees and the bus fare.So he could not read or write.After that he got a job in a gold mine.But because he was not born in Johannesburg, he did not have the passbook.At that time,he first met Nelson Mandela.Nelson Mandela told him what to do and how to get the correct papers so he could stay in Johannesburg.When Nelson Mandela organized the ANC Youth League,he helped Nelson Mandela blow up some government buildings because he knew it was to realize their dream of making black and white people equal.Unluckily,he was sent to Robben Island,which was a prison from which no one escaped.But when he got there Nelson Mandela was also there.Nelson Mandela began a school for prisoners who had studied very little.Elias became a good student but could not study for a degree.When he finished the four years in prison,he had found a job but because the police told the important men in his business that he had been to prison for blowing up government buildings he lost his job.When Mr Mandela and the ANC came to power in 1993,he gave Elias a job taking tourists round his old prison on Robben Island.That‘s all. T:A good job.Now let‘s deal with the language points in this part. (1)I felt bad the first time I talked to a group. the first time 起连词的作用,引导时间状语从句。 The first time I met him,I thought him nice. (2)We read books under our blankets and used anything we could find to make candles to see the words. we could find 是定语从句,修饰 anything。 to make candles 及 to see the words 是目的状语。 (3)As they were not cleverer than me,but did pass their exams. did pass 是强调结构,强调谓语动词时,在动词原形前加 do/does/did。 I do hope you have a nice trip. He does speak English well. Step 7 Reading task T:Very good.Now you are going to look at a famous man,Bill Gates.Use the skills you have learned about expressing points of view and decide whether you think he is a great man.If you have an opinion about that already,please finish this sentence. (Show this sentence on the screen.) I think Bill Gates is/is not a great man because____________. Possible version: 1.I think Bill Gates is not a great man because he didn‘t change the world and make the world fairer. 2.I think Bill Gates is a great man because he will change the world by helping the education and health of many children around the world. T: Just now, you just expressed your point of view.Now please read through the evidence and fill in the research note on Page 74.Don‘t add anything or leave anything out.
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T:Now,please read the passage quickly and make notes according to the sheet. (Give the students some minutes to prepare.) T:Now time is up.Let‘s check your answers together. Step 8 Reading aloud T:Now please read the passage after the tape.Pay more attention to the underlined sentences and their pause. Step 9 Discussion T:Now you have to decide what you think of Bill Gates.He is a successful and rich man but is he a great man?Has he given up anything(not money)in his life to help other people and make things fairer in the world?Now please discuss with your partner. (Give students three minutes to discuss.) T:OK.Stop here,please.What‘s your opinion,Mary? S1: I think Bill Gates is successful and rich but he is not a great man.Of course, he is very clever and has a lot of money.He has given millions of dollars to help the education and health of many children around the world.But he didn‘t change the world and make the world fairer.In a word,he is not a great man but a good man. T:Do you agree with her? S2:No.In my opinion,it is not easy to give millions of money to help other people,but Bill Gates did so.He is very generous.By means of helping the education and health of many children around the world,he will change the world because children are the future owner of the world. T:You‘re both very good.But perhaps different people have different opinions about Bill Gates.It is natural.You can have a deep discussion after class. Step 10 Summary T:In this class,we have read two passages.One is the rest of Elias‘ story.The other is a passage about Bill Gates.In the first part,we learned some new words and expressions.After that,we had a discussion about Bill Gates,which helps to understand what qualities a great person should have. Step 11 Homework Look up some other information about Bill Gates and his career after class. ●板书设计 Unit 5 Nelson Mandela—a modern hero The Fifth Period blanket degree educated terror fear cruelty reward 1.I felt bad the first time I talked to a group. 2.We read books under our blankets and used anything we could find to make candles to see the words. 3.As they were not cleverer than me,but did pass their terror exams. ●活动与探究 Now you rate your partner‘s listening skills:How often do they do the following?On a scale from 1 to 5,give them a score as follows:1 = never,2 = rarely,3 = sometimes,4 = often,5 = very often. behavior
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score

My partner avoids staying on a subject until it is solved. My partner make assumptions about my feelings or thoughts. My partner comments with, ―Yes, but...‖ to my suggestions or opinions. My partner brings up past issues during current disagreements. My partner interrupts my conversation. My partner use sarcasm or jokes to respond when I talk. My partner responds to my complaints with a complaint. My partner insults and criticizes me. My partner responds to me with phrases like,―That‘s ridiculous.‖ My partner sees only his point of view. TOTAL (Add up the scores for your partner.) ●备课资料 Bill Gates William (Bill) H.Gates is chairman and chief software architect of Microsoft Corporation,the worldwide leader in software,services and solutions that help people and businesses realize their full potential.Microsoft had revenues of US$36.84 billion for the fiscal year ending June 2004,and employs more than 55 000 people in 85 countries and regions. Born on Oct.28,1955,Gates grew up in Seattle with his two sisters.Their father,William H.Gates Ⅱ , is a Seattle attorney.Their late mother,Mary Gates,was a schoolteacher,University of Washington regent, and chairwoman of United Way International. Gates attended public elementary school and the private Lakeside School.There,he discovered his interest in software and began programming computers at age 13. In 1973,Gates entered Harvard University as a freshman,where he lived down the hall from Steve Ballmer,now Microsoft‘s chief executive officer.While at Harvard,Gates developed a version of the programming language BASIC for the first microcomputer—the MITS Altair. In his junior year,Gates left Harvard to devote his energies to Microsoft,a company he had begun in 1975 with his childhood friend Paul Allen.Guided by a belief that the computer would be a valuable tool on every office desktop and in every home,they began developing software for personal computers.Gates‘ foresight and his vision for personal computing have been central to the success of Microsoft and the software industry.

Top row:Steve Wood (left) ,Bob Wallace,Jim Lane.Middle row:Bob O’Rear,Bob Greenberg, Marc McDonald, Gordon Letwin.Bottom row: Bill Gates, Andrea Lewis, Marla Wood, Paul Allen.December 7,1978. Under Gates‘ leadership,Microsoft‘s mission has been to continually advance and improve software technology,and to make it easier,more cost-effective and more enjoyable for people to use computers.The company is committed to a long-term view,reflected in its investment of approximately $6.2 billion on research and development in the 2005 fiscal year. Gates has donated the proceeds of both books to non-profit organizations that support the use of
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technology in education and skills development. In addition to his love of computers and software, Gates founded Corbis, which is developing one of the world‘s largest resources of visual information—a comprehensive digital archive of art and photography from public and private collections around the globe.He is also a member of the board of directors of Berkshire Hathaway Inc.,which invests in companies engaged in diverse business activities. Philanthropy is also important to Gates.He and his wife,Melinda,have endowed a foundation with more than $27 billion (as of March 2004)to support philanthropic initiatives in the areas of global health and learning,with the hope that in the 21st century,advances in these critical areas will be available for all people.The Bill and Melinda Gates Foundation has committed more than $3.2 billion to organizations working in global health; more than $2 billion to improve learning opportunities, including the Gates Library Initiative to bring computers,Internet Access and training to public libraries in low-income communities in the United States and Canada;more than $477 million to community projects in the Pacific Northwest;and more than $488 million to special projects and annual giving campaigns. Gates was married on Jan.1,1994,to Melinda French Gates.They have three children.Gates is an avid reader,and enjoys playing golf and bridge.

Unit5 Nelson Mandela-------a modern hero Listening_Speaking and Writing
一、教学目标 Teaching aims Improve the students‘ listening ability 1. 教学内容 Teaching contents P37, P69, P72 Listening task. 2. 能力目标 Ability aims Tell the Ss‘how to get the information about listening in advance. According to the contents of listening, let the students get the skills of listening. 3. 语言目标 Language aims a. 词组和短语 Elias, ANC, Youth league, underground, Bible. b. 重点句子 What does a ―point of view‖ mean? Why did the two speakers have different ideas about the cause of the accident? 二、教学重难点 Teaching important points Listen to the three materials about Elias, Bible and Accidents and choose the correct answers. Work together with partners and write down their reasons of accidents. 三、教学方法 Teaching methods Listening and cooperative learning 四、教具准备 Teaching aids A recorder, tapes & a projects 五、教学步骤 Teaching procedures Step I: Revision Get the Ss‘ to retell Elias‘ story with their own words Step II: Listening (P37) Ss‘ are asked to read the questions and multiple answers to find out the listening points first, then listen to the tape three times to choose the best answers and answer the two questions. T: Please open your books and turn to Pages. Before you listen to the tape, please read first the questions
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and multiple answers to find out your listening points. Pay attention to these important points while listening. Now, I’ll play the tape twice. Please listen carefully and pay much attention to the important points. You may choose the best answers while listening the second time. Check the answers together. T: Listen to the tape a third time and the following two questions: 1. Do you think Elias was right to join the ANC Youth League? Give your reason 2. Imagine you are Elias, what would you do? Give your reason. Ask some Ss to answer them.. Step III: Listening T: Let’s come to Page69, look at the questions before you listen to the text, and answer them.. Play the tape three times. Step IV : Listening Task Listen and answer the questions in Part1.

T: Now turn to Page72. .In the listening task, there are four questions. You should form the habit of going through the questions to get the important listening points. And make notes if necessary.
After listening, check the Ss‘ work. The teacher gives the answers. T: Now look at the two tables in Part2. I’ll play the tape a third time .After listening, the Ss check their answers with their partners. Step V: Homework: Write down the cause of the accident. Preview Writing

Unit 5 Nelson Mandela--- a modern hero Writing
一、教学目标 Teaching aims 1. 教学内容 (Teaching contents) Writing on page 39 and page 75 2. 能力目标 Ability aims 1) Learn to write a short passage of a great man 2) Let them know how to choose a great person in their eyes and how to write a short passage. 3. 语言目标 Language aims 1) Teach the Ss how to choose their words to write a short passage of a great man. 2) Teach them to know how to write a persuasion letter. 3) Use what they have learnt in this unit in their speaking and writing. 二、教学重难点 Teaching important points Let the students know how to choose a great person in their eyes and how to write a short passage . 三、教学方法 Teaching methods Task- based method, group work 四、教具准备 Teaching aids: A projector and a computer 五、教学步骤 Teaching procedures
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Step I. Greeting: Greetings Step II. Lead in Ask the students to play a game. (This will get the students to know how to describe a person.) Show some pictures of some important or great people to the whole class. Each group will choose one student standing with his back to the blackboard. If he or she can guess the name of the person by listening to other students‘ description, he or she will get one point. (We can ask the students to choose only some of the pictures describe.) Step III. Writing (p.39) 1. Tell the Ss some steps when writing: Before writing you can follow these steps: ? collect ideas for the letter ? write them down in any order ? Sort them out in an order ? Put those idea into a form so that you can easily see them ? Use the form to help you as you write. 2. Show them how to get some ideas before writing: 1) In this unit we have learned a lot about the modern hero--- Nelson Mandela. Can you give me some information about him? 2) After the Ss give some information about Nelson Mandela with the help of the text, the teacher may add some more information in a form. 3) Enjoy the sample letter. Suggested answer Jinan No. 1 Middle School Shandong, China May 27, 1989 Dear President, I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be free. As we all know, people with different colors should be equal. Nelson Mandela devoted all his life to realize this dream. In 1944, he founded the ANC Youth League to call on people to struggle for their rights to vote. In 1952, he opened a law office to help the poor black people in Johannesburg on their problems. The black people loved him. In 1962, Mandela encouraged people to use violence against anti-black laws to get their rights, so he was sentenced to 5 years hard labor. One year later, as one of the leaders of ANC, he led them to blow up the government buildings to realize their dream of making black and white people equal, so that he was again sentenced to prison for life on Robben Island until now. I think, what he did was for his people, his country, not for himself. He has an unselfish and brave heart. As he is a great man, you should set him free. Best whishes! Yours truly, Li Hua 4) After reading the sample, ask them to tell me how to write a persuasion letter. 5) Tell them the structure of a persuasion letter in general to make the writing easy.
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Structure of such letters Part 1. A small paragraph (Reason for the letter) Part 2. Body paragraphs (reasons in detail ) Personal information Hard work achievements Good qualities Part 3. Closing paragraph ( your opinion) Step IV. Writing Task Ask them to try to write a persuasion letter 1. Suppose you are going to write a letter to the senior organizers of the Nobel Prize to persuade them to give the Nobel Peace Prize to Mother Teresa. 2. Read the information given below. Mother Teresa Personal information Hard work achievement Good qualities Your opinion Was born in Yugoslavia, on August 27, 1910, a nurse, Help the poor and comforting the dying in the street of the city; her work spread to other part of India hard-working, kind-hearted, persistent A well-known person, worth the prize

3. Pay attention to the structure of such letters . 4. Give them some time and ask to write the letter in groups. 5. Share their ideas with the class by reading their letters aloud. 6. Correct the writings together. Suggested answers: Dear senior organizers: I am writing to ask you to give the Nobel Peace Prize to Mother Teresa. Here are some reasons why I think she should be given the prize. Mother Teresa was born in Yugoslavia, on August 27, 1910. When she was 20 years old, she went to India, Where she began to be a teacher. After the training, she was sent to Calcutta, where she taught geography at a school and soon after she became headmistress. However, although she loved teaching, in 1946 Mother Teresa left the school and trained to become a nurse in Patna, and then began her work helping the poor and comforting the dying in the streets of the city. Slowly others came to help her, and her work spread to other parts of Indian. She became a well-known person. When she travels the world, she opens many new schools and hospitals in poor countries. She is known for many great achievements . because of her hard work, kindness and persistence. I think she is really a great person in my eyes. We should give her the Nobel Peace Prize. Step V. Homework: Read a passage about a great person or write a short passage about a great person in your hometown.

Unit 5 Nelson Mandela--- a Modern Hero
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Extensive Reading
一. 教学目标 Teaching aims: Integrating skills on reading 1. 教学内容 Teaching contents: Page 38, Reading: The rest of Elias‘ story. Page 73, Reading task. 2. 能力目标 Ability aims: Help the Ss to comprehend the text through different ways of reading skills. 3. 语言目标 Language aims: 1). Get the students to learn the rest life of Elias and more about Nelson Mandela. 2). According to the two persons‘ words, guide the Ss to decide whether Bill Gates is a great man or not, help the Ss to look up useful information about him. 二.教学重难点 Teaching important points: 1. The general idea of the text. 2. Enlarge the knowledge of the different great people in different field. 3. Let the Ss talk about the great people in different fields. 三.教学方法 Teaching methods: Skimming, fast reading and comprehension, task-based, explaining. 四.教具准备 Teaching aids: A computer, a recorder, a projector and some slides. 五.教学步骤 Teaching procedure: Step I. Greetings Step II. Extensive Reading 1. Lead-in question: What do you think the people in the prison will do? Have a discussion in groups. 2. Get the students to learn more about Nelson Mandela. Read the text on Page38, then do the exercises and check it out. 3. Answer some questions about Elias. 1). How did Mr. Mandela help Elias in the prison? 2). When did Elias lose his job? 3). Does Elias like his present work? Step III. Leading in. Get the Ss to know whether Bill Gates is a great man or not. Show the pictures of Bill Gates on the screen, ask the Ss whether they know and what they know about the man on the screen. Ask the Ss to answer whether he is a great man or not. Step IV. Reading Task. Whether Bill Gates is a great man or not, let the Ss keep their idea and read the passage carefully in page 73. After reading the passage, finish the information sheet. Five minutes later, check the answers together. Step V. Afterthoughts Ask the Ss to think about the question again, whether Bill Gates is a great man or not in their eye after the reading of two evidence giving. Step VI. Homework. 1. Recite the key sentences in the text. 2. Find more information about Bill Gates after class.
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Unit 5 Nelson Mandela—a modern hero

Grammar and Useful Structures

●从容说课 This is the third period of this unit.In this period,students are planned to go over the attributive clause, including the differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause,the use of the relative pronouns and relative adverbs and the differences between ―that‖ and ―which‖.In the period of high school,the attributive clause is not only difficult but also important,so it is necessary to grasp the usage of the attributive clause. In order to make sense of the usage of the attributive clause,it is important for the students to make a summary of them by themselves.In this period,there should be some exercises designed for students to consolidate the usage of the attributive clause. ●三维目标 1.Knowledge: (1) Revise the Attributive Clause,including the Restrictive Attributive Clause and the Non-restrictive Attributive Clause. (2)Revise the use of relative pronouns and relative adverbs. 2.Ability: Expand the knowledge of the Attributive Clause. 3.Emotion: Develop the students‘ quality of overcoming difficulties in study. ●教学重点 The usage of the relative pronouns and relative adverbs. ●教学难点 Help the students to master the way of choosing a relative pronoun or a relative adverb correctly. ●教具准备 The multimedia and the blackboard. ●教学过程 Step 1 Greetings Greet the whole class as usual. Step 2 Revision and Lead-in (Teacher checks the homework exercises first and then shows the following on the screen.) 1.He is a famous scientist. 2.Who‘s that girl in red? 3.I‘ve read all the books that you lent me. 4.I have lost my pen,which I like very much. T:Now pay special attention to the underlined parts.Is there anything in common between them? Ss:Yes.They all identify the nouns,which are used with them.Each part tells us which thing or person the speaker is talking about. T: That is to say, the function of each underlined part is the same.Each of them is used as an attribute to
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describe each noun.Well,are there any differences between them? S1:Yes.In the first sentence,the attribute is an adjective and put before the noun;the second is a prepositional phrase put after the noun;the third and fourth sentences are full sentences put after the nouns. T:You are right,what do we call the sentences put after the noun? Ss:The Attributive Clause. T:Quite right.In a complex sentence,the clause modifying a noun or a pronoun in the main clause is called an Attributive Clause.The noun or pronoun is called Antecedent.The word that/which introduces the clause (between the noun/pronoun and the clause) is called Relative Pronoun or Relative Adverb.The relative pronouns or adverbs do two jobs at once.They can be used as subjects,objects,attributes or adverbials;in the clause,at the same time,they join clauses together.About the use of them,we‘ll have particular revision after a while.Now look at the sentences on the screen. (Teacher shows the following on the screen.) Complete the sentences with suitable relatives. 1.I know the reason _______________he came late. 2.Do you know the woman,____________ son went to college last year? 3.The house _______________colour is red is John‘s. 4.This is the best film _______________I‘ve ever seen. 5.That is the town _______________he worked in 1987. T:Who‘d like to tell me what should be filled in the first sentence? S2:I think ―why‖ should be filled.Because the antecedent is ―the reason‖ and the relative is used as the adverbial of reason in the Attributive Clause. T:Yes.How about the second sentence? (Teacher goes to another student and asks her/him to answer.) S3: I fill ―whose‖ here.Because the antecedent is ―the woman‖ and the relative is used as the attribute in the Attributive Clause. T:Right.Sit down,please.Now let‘s look at the third sentence. Suggested answers: 1.why 2.whose 3.whose 4.that 5.where Step 3 Summarize the use of the Non-restrictive Attributive Clause T:The Non-restrictive Attributive Clause is a clause , which gives extra information to the antecedent.So we use a comma to interrupt the sentence.When the Non -restrictive Attributive Clause is cut off, the sentence still has a full meaning.Now look at the sentences on the screen. (Show the following on the screen.) 1.I have two brothers,who are both soldiers. 2.Next week,which you‘ll spend in your hometown,is coming. 3.I‘ve tried two pairs of shoes,neither of which fits me well. T:Pay attention to the underlined parts.There are commas to interrupt the sentences and ―that‖ cannot be used in the Non-restrictive Attributive Clause.You should pay more attention to the structure ―Indefinite Pronoun/Numbers/Noun/Superlative + of which/whom‖ is often used in the Non-restrictive Attributive Clause. Step 4 The usage of the Relative Pronouns and the Relative Adverbs T:As we know,relative pronouns or adverbs play important parts in the Attributive Clause.Now let‘s make a list of them on the blackboard first and then revise their usage with the help of the forms on the screen. (Bb:the relative pronouns:who,whom,that,whose,which;the relative adverbs:when,where, why)
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(Teacher collects them first and then shows the following.) Form 1: The relative pronouns who whom that which whose Form 2: The relative adverb when (=at/in/on which) where (= in/at which) why (= for which) Referring to time place reason Function in the clause adverbial of time adverbial of place adverbial of reason Referring to people people people/thing thing people/thing (of whom/which) Function in the clause subject/object object subject/object subject/object attribute

(Teacher explains the two forms separately and adds the following with examples on the screen.) T: 1.When a relative pronoun is used as a subject in the clause, the verb must agree with the antecedent in person and number. 1.Those who want to go to the cinema must be at the school gate by 3:30 p.m. 2.He who doesn‘t reach the Great Wall is not a true man. 2.When the antecedent is the structure of ―one of + n.(pl.)‖,the verb in the clause must be plural to agree with the plural form.However,if there is ―the‖ or ―only‖ before ―one‖,the verb in the clause must be singular,agrees with the word ―one‖. 1.She is the only one of the girls who has been to Beijing. 2.He is one of the boys who have seen the film. 3.When the antecedent is a noun for time or place ―when‖ or ―where‖ is not always used to introduce the clause.It depends on the function of the relative word in the clause. 1.The time when/that I went to Tokyo is in 1982. 2.I‘ll never forget the time which/that I spend at college. 3.The shop that I bought is big. 4.The shop where/in which I bought the book is big. Step 5 The difference between ―that‖ and ―which‖ T:As we know,both ―that‖ and ―which‖ can be used for things,but the use of them is not always the same.Let‘s look at the sentences on the screen. (Show the following on the screen.) 1.This is the second article that I have written in English. 2.It is the best film that he has ever seen. 3.This is the very book that I want to read. 4.All that they told me surprised me. 5.They talked about the teachers and schools that they had visited. 6.Who is the comrade that was there? 7.There is a bed in the room that is still vacant. 8.Our village is no longer the place that it used to be. T: From the sentences on the screen, we can make a summary of the use of ―that‖ and ―which‖.Look at the screen again. (Show the following on the screen.) 1.In following cases,―that‖ is often used.
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(1)After ordinal number and superlatives. (2)After the following words:all,only,little,few,much,very,none,last,just,any(thing) , every(thing) ,some(thing) ,no(thing). (3)After two or more antecedents,referring to both people and things. (4)After interrogative pronouns ―which‖ or ―who‖. (5)When the relative pronoun is used as a predictive in the clause. (6)When the main clause begins with ―There be‖. 2.In following cases,―which‖ is always used. (1)After prepositions. (2)To introduce a Non-restrictive Attributive Clause. (3)The whole main sentence is the ―antecedent‖ of the relative clause,and there is always a comma. Step 6 Practice T: Now let‘s do some exercises.Look at the screen.Fill in the blanks, choosing proper relative pronouns or relative adverbs. (Show the following on the screen.) 1.____________ have plenty of money will help their friends. A.Those who B.He who C.That who D.You who 2.This is the longest train ____________ I have ever seen. A.which B.that C.what D.whom 3.____________ we all know,swimming is a very good sport. A.Which B.That C.As D.Who 4.I shall never forget those years ____________ I lived in the farm____________ you visited last week. A.when;where B.which;which C.when;which D.which;where 5.The radio set ____________ last week has gone wrong. A.I bought it B.which I bought it C.I bought D.what I bought 6.He paid the boy $10 for washing ten windows, most of ____________ hadn‘t been cleaned for at least a year. A.these B.them C.that D.which 7.The day will come ____________ the people all over the world will win liberation. A.that B.where C.which D.when 8.Mr Herpin is one of the foreign experts who ____________ in China. A.works B.is working C.are working D.has been working 9.They talked for about an hour of things and persons ____________ they remembered in the school. A.which B.that C.who D.whom 10.My glasses,____________ I was like a blind man,fell to the ground and broke. A.which B.with which C.without which D.that Suggested answers: 1~5 ABCCC 6~10 DACBC Step 7 Test T:Now let‘s have a test.Look at the screen.Do this exercise by yourself.A few minutes later I‘ll give you the answers. (Show the following on the screen.) 1.Please put the letter ____________ he can easily find it. A.in which B.where C.the place where D.in the place
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2.The house ____________ there is a big tree was built more than 1000 years ago. A.which B.that C.in the front of which D.in front of which 3.Antarctic,____________ we know very little is covered with thick ice all the year round. A.which B.where C.that D.about which 4.The reason ____________ I was away from school is ____________ I was ill yesterday. A.that;that B.why;why C.why;that D.that;why 5.It was a meeting ____________ importance I didn‘t realize at that time. A.which B.of which C.that D.whose Suggested answers: 1~5 BDDCD Step 8 Homework 1.Review the Attributive Clause. 2.Do WB P71.Ex 1.2. ●板书设计 Unit 5 Nelson Mandela—a modern hero The Third Period The Attributive Clause 1.The differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause. 2.The use of the relative words: (1)Relative pronouns:who,whom,whose,that,which (2)Relative adverbs:where,when,why 3.The differences between ―that‖ and ―which‖. ●活动与探究 This activity is designed to make a deep research into the attributive clause.The students are asked to design some exercises about the attributive clause.And then they can exchange exercises each other and check themselves.The purpose of this activity is to help the students make sense of the usage of the attributive clause. ●备课资料 Ⅰ .Some exercises about the Attributive Clause 1.A football fan(球迷) is ____________ has a strong interest in football. A.a thing that B.something that C.a person who D.what 2.The house,____________ was destroyed in the terrible fire,has been repaired. A.the roof of which B.which roof C.its roof D.the roof 3.Can you lend me the novel ____________ the other day? A.that you talked B.you talked about it C.which you talked with D.you talked about 4.The matter ____________ you were arguing about last night has been settled. A.that B.what C.why D.for which 5.Who ____________ has common sense(常识) will do such a thing? A.which B.who C.whom D.that
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6.All the apples ____________ fell down were eaten by the pigs. A.that B.those C.which D.what 7.They asked him to tell them everything ____________ he saw at the front. A.what B.that C.which D.where 8.I‘ll tell you ____________ he told me last night. A.all which B.all what C.that all D.all 9.A child ____________ parents are dead is called an orphan. A.who B.who‘s C.whose D.which 10.Is this the museum ____________ you visited the other day? A.that B.where C.in which D.the one 11.Is this museum ____________ some German friends visited last Wednesday? A.that B.where C.in which D.the one 12.—How do you like the book? —It‘s quite different from ____________ I read last month. A.that B.which C.the one D.the one what 13.The train ____________ she was traveling was late. A.which B.where C.on which D.in that 14.He has lost the key to the drawer ____________ the papers are kept. A.where B.on which C.under which D.which 15.It‘s the third time ____________ late this month. A.that you arrived B.when you arrived C.that you‘ve arrived D.when you‘ve arrived 16.He often helps the students ____________ he thinks are not quick at their studies. A.whom B.who C.when D.because 17.The Second World War ____________ millions of people were killed ended in 1945. A.when B.during that C.in which D.which 18.Mr Crossett will never forget the day ____________ he spent with his various students. A.when B.which C.during which D.on which 19.This is just the place ____________ I am longing to visit these years. A.that B.where C.in which D.to where 20.We are going to spend the Spring Festival in Guangzhou,____________ live my grandparents and some relatives. A.which B.that C.who D.where Suggested answers: 1~5 CADAD 6~10 ABDCA 11~15 DCCAC 16~20 BCBAD Ⅱ .The attributive clause 定语从句 1.―介词+关系代词―是一个普遍使用的结构 (1)―介词+关系代词‖可以引导限制性定语从句,也可以引导非限制性定语从句。―介词+关系
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代词‖结构中的介词可以是 in,on,about,from,for,with,to,at,of,without 等,关系代词只可 用 whom 或 which,不可用 that。 (2)from where 为―介词+关系副词‖结构,但也可以引导定语从句。 We stood at the top of the hill,from where we can see the town. (3)像 listen to,look at,depend on,pay attention to,take care of 等固定短语动词,在定语从句 中一般不宜将介词与动词分开。 This is the boy whom she has taken care of. 2.关系副词引导的定语从句 (1) 关系副词也可以引导定语从句关系副词在从句中分别表示时间、 地点或原因。 关系副词 when 在从句中充当时间状语,where 充当地点状语,why 充当原因状语。 (2)that 可引导定语从句表示时间、地点或原因,that 有时可以代替关系副词 when,where 或 者 why 引导定语从句表示时间、地点或原因,在 that 引导的这种定语从句中,that 也可以省去。 3.限制性定语从句与非限制性定语从句 (1)二者差异比较 限制定语从句紧跟先行词,同先行词之间一般不加逗号,仅修饰先行词,可以由关系代词、关系 副词或 that 来引导。非限制性定语从句仅作补充或说明,用逗号与主句隔开,既可修饰先行词,又可 修饰整个主句,不可用 that 引导。 (2)关系代词和关系副词的选择依据 弄清代替先行词的关系词在从句中作什么成分,作状语的应选用关系副词,作主语、宾语或表语 的可选用关系代词。 (3)先行词与定语从句隔离。定语从句一般紧跟在先行词之后,但定语从句与先行词之间有时 也会插入别的成分,构成先行词与定语从句的隔离。 He was the only person in this country who was invited. 4.as 在定语从句中的用法 (1)引导限制性定语从句和非限制性定语从句(1)as 多与 such 或 the same 连用,可以代替先 行词是人或物的名词。 (2)as 也可单独使用,引导非限制性定语从句,作用相当于 which。 The elephant‘s nose is like a snake,as anybody can see. (3)the same... that 与 the same...as 在意思上是不同的。 2.as 引导的非限制性定语从句的位置。as 引导的非限制性定语从句位置较灵活,可以位于主句前 面、中间或后面,一般用逗号与主句隔开,但 which 所引导的非限制性定语从句只能放在主句之后。 As is expected,the England team won the football match. The earth runs around the sun,as is known by everyone.

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人教版高中英语必修 2 精品教案 Unit 1 Cultural relics
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Part One: Teaching Design (第一部分:教学设计) Period 1: A sample lesson plan for Reading (IN SEARCH OF THE AMBER ROOM)

Aims:
To read about cultural relics To learn about The Restrictive and Non-Restrictive Attributive Clause I. Warming up Warming up by defining Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I‘d like to know: A. What kind of old things are cultural relics? B. Are all the old things cultural relics? C. What is the definition and classification of cultural relics? D. To whom do cultural relics belong? Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past. B. No, not all the old objects are cultural relics. C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions. D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Warming up by presenting Hi, everyone. Let‘s look at the screen. I‘ll present you some pictures. They all belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over: A. Can you name them out?
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B. Who have the right to confirm and classify them? Keys for reference: A. They are cultural sites: The Great wall; The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First Qin Emperor and the Terracotta Warriors; The Mogao Cave. These are natural sites: The Jiu Zhai Gou Valley Scenic and Historic Interest Area; The Huang Long Scenic and Histioric Interest Area. The following are cultural and natural sites: Mount Taishan; Mount Huangshan; Mount WuYi. B. Only an international professional organization from UN has the authority to confirm and classify them. Warming up by discussing Now, boys and girls, I met a ―moral dilemma‖. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It‘s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision: A: What should we do? B: Can we keep it for ourselves or report it to the government? C: Have you come across such a situation — to make a difficult choice? Keys: ABC questions can be answered in all kinds of ways. The answers are flexible. II. Pre-reading 1. Looking and saying Work in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history,such as Yuan MingYuan and the Amber Room. Please guess: A. What kinds of things can result in their disappearing? B. Why do they come into being once again? Keys for reference: A. Maybe wars, natural disasters, and time have damaged or destroyed them, getting them lost and changed. Many of them were even stolen and hidden while nobody knows who, where and how.
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B. People get to know these. If these relics could not be found again, they would be rebuilt by people. 2. Explaining and sharing Work in groups of four. Tell your group mates: A. What do you know about the substance of ―amber‖? B. What do you know about the cultural relics ―the Amber Room‖? Keys for reference: I am from group 2. From the knowledge we got from biology and chemistry, we know ―amber‖ is a semi-precious stone used in jewelry and art world. Amber is really the fossil form of resin from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. Trees use resin to protect themselves from disease and harm caused by insects and fungi. I am from group 6. From the information of history legends and news reports, we know the Amber Room is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost thousand tons of natural ambers were used to make it. But during the second world war in 1941, the Nazi German army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a German city. After that, what really happened to the Amber Room remains a mystery. III. Reading 1. Reading aloud to the recording Now please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too. 2. Skimming and identifying the general idea of each paragraph Now please skim the text to get the key words and general idea of each paragraph.
1st

paragraph

the introduction about the Amber Room: design, colour, shape, material

2nd paragraph

the present to the Czar: a part of winter palace in St. Petersburg, a
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reception hall for important visitor 3rd Paragraph the relocating of the Amber Room in Catherir Ⅱ times: moved into Summer Palace, more added to its design 4th Paragraph the missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were trained to a German city, Nobody knew it from then on 5th Paragraph the rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of Peterburg 3.Scanning and analyzing the characteristics of the text. Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense? Keys for reference: This piece of passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense. 4.Reading and understanding Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. Collocations from IN SEARCH OF THE AMBER ROOM look into…, be used to…, make the design for the room, in fact, as a gift of…, add more details to…, remove… from the search for…,belong to…, feel as hard as stone, the fancy style, be made for…, in return, one of the great wonders, art objects, look much like…, give the name, be made into any shape, be made with gold and jewels, be made to be a gift, serve as…, at war, remain a mystery, be ready for… 5. Reading and transferring information Read the text again to complete the table, which lists all the numbers in the text. NUMBER 1716 1770 MEANING Frederic William gave the Amber Room to Peter the Great as a gift. Catherine Ⅱ had completed the adding to the Amber Room in this
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year. 1941 2003 7000 Tons 55 600 2 2 100,000 27 300th The Nazi German army stole the Amber Room in this year. The rebuilding of the Amber Room was completed in this year. The total weight of the ambers used to make the room. The number of soldiers given to the king of Russia in return. The number of the candles lighting the Amber Room. The two countries: German and Russia. In two days the Amber Room was removed to a German city. The Amber Room was dismantled into 100,000 pieces 27 wooden boxes were used to contain the pieces of Amber Room. The newly rebuilt Amber Room was ready for the 300th birthday of St Peterburg city 6.Reading and learning Read the text and learn more about the following proper nouns. You can surf on the website after class: Names of people Frederick Ⅰ Frederick William Ⅰ Peter the Great Catherine Ⅱ Names of places Prussia St.Peterburg Konigsberg Winter Palace Summer Palace Ⅳ Closing down Closing down by doing exercises To end the lesson you are to do the comprehending exercises No. 1 and No. 2. Closing down by having a discussion A. Can you imagine the fate of the Amber Room? What is it? B. Do you think if it is worthwhile to reproduce the Amber Room? Why? Keys for reference: A. I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. You see, ambers can be melted
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easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly. B. I think it is worthwhile to reproduce the Amber Room. Because it represents the culture and a period of history in St. Petersburg. It is a trace and feature surviving from a past age and serving to remind people of a lost time. Closing down by retelling the story of the Amber Room Well, all of us have learned the history of the Amber Room. Let‘s recall some key words and expressions on the board. You are to retell the story of the Amber Room: Colour owner add to put on trains Style present more details remain a mystery Shape move to winter palace remove to pieces 300th birthday

Period 2: A lesson plan for Learning about Language (The Restrictive and Non-Restrictive Attributive Clause)

Aims:
To learn about the restrictive and non-restrictive attributive clause To discover some useful words and expressions To discover some useful structures Procedures: I. Warming up Warming up by discovering useful words and expressions Please turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates‘. Warming up by explaining Now, class, since you‘ve read the passage, could you explain to me how to use the phrase ―belong to‖? The word ―to‖ here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition ―at‖ indicates a state, condition
87

or continuous activity. So we can replace them or express them by using a present-continuous tense. II. Learning about Attributive Clause 1. What is an adjective Clause? An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like ―which?‖ or ―what kind of?‖ Consider the following examples: Adjective the red coat Adjective clause the coat which I bought yesterday Like the word ―red‖ in the first example, the dependent clause ―which I bought yesterday‖ in the second example modifies the noun ―coat.‖ Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before. In formal writing, an adjective clause begins with the relative pronouns ―who(m),‖ ―that,‖ or ―which.‖ In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing: informal The books people read were mainly religious. formal The books that people read were mainly religious. informal Some firefighters never meet the people they save. formal Some firefighters never meet the people whom they save. Here are some more examples of adjective clauses: the meat which they ate was tainted This clause modifies the noun ―meat‖ and answers the question ―which meat?‖. They‘re talking about the movie which made him cry This clause modifies the noun ―movie‖ and answers the question ―which movie?‖.
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They are searching for the student who borrowed the book The clause modifies the pronoun ―student‖ and answers the question ―which student?‖. Did I tell you about the author whom I met? The clause modifies the noun ―author‖ and answers the question ―which author?‖. 2. Restrictive & non restrictive clauses Do the following pairs of sentences mean the same thing? 1a My uncle, who lives in London, is very rich. 2b My uncle who lives in London is very rich. 2a The policies, which were unpopular, were rejected by the voters. 2b The policies which were unpopular were rejected by the voters. 3a My niece, whose husband is out of work, will inherit the house, which I have always treasured. 3b My niece whose husband is out of work will inherit the house which I have always treasured. The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the it is therefore bracketed off with

sentence and does not affect the meaning of the main clause:

commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. to (1b). Thus it is that particular uncle who lives in London who is referred

In 2a, all policies were unpopular and all were rejected, whereas in 2b only the

policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ?that‘ or ?which‘, whereas for human referents the relative pronoun can be either ?who/m‘ or ?that‘ (the man that/whom I will marry ....). 3. A test on FORMAL ADJECTIVE CLAUSES Directions: Combine the sentences. Use formal written English. Use (b) as an adjective clause. Punctuate carefully. 1) (a) An antecedent is a word. (b) A pronoun refers to this word. An antecedent ____ 2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feet and 150 tons.
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The blue whale ____ 3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours. The plane ____ 4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process. In this paper, I will describe ____ 5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people‘s families have a history of high blood pressure and heart disease. The researchers are doing case studies ____ 6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months. At the end of this month, scientists ____ 7) (a) According to many education officials, ?math phobia‘(that is, a fear of mathematics) is a widespread problem. (b) A solution to this problem must and can be found. According to many education officials, ?math phobia‘ ____ 8) (a) The art museum hopes to hire a new administrator. (b) Under this person‘s direction it will be able to purchase significant pieces of art. The art museum ____ 9) (a) The giant anteater licks up ants for its dinner. (b) Its tongue is longer than 30 centimeters (12 inches). The giant anteater ____ 10) (a) The anteater‘s tongue is sticky. (b) It can go in and out of its mouth 160 times a minute. The anteater‘s tongue ____

III. Closing down by taking a quiz
Quiz on Attributive clause Select one answer from the choices provided after each sentence. The words you choose should
90

fit the blank in the sentence. Don‘t use the HINT buttons unless you really need them. 1. As many children A. that B. as came were given some cakes. C. who D. whom are red. D. that

2. The visitors saw rows of houses the roofs A. on which B. of which C. where

3. I usually take a nap after lunch, A. which it B. as it

is my habit. C. as D. that

4. Please tell me the way A. how 5 Is this museum A. the one B. where

you did the job. C. which D. in which

some German friends visited the day before yesterday? B. which C. that D. where to store grain. D. with which has a great

6. The farmer uses wood to build a house A. in which B. where C. that

7. I shall never forget the years effect on my life. A. when, which 8. Little has been done A. that B. what

I spent in the country with the farmers,

B. that, which

C. when, that

D. which, that

is helpful to our work. C. which D. all that you can get such cheap goods. C. by which D. where we won‘t be so busy. D. in that

9. Perhaps this is the only market A. that B. of which

10. We‘ll put off the outing until next week, __ A. when B. which C. at which

Key: 1~10:BBCDA ABADA

Period 3: A lesson plan for using language

Aims:
To learn to tell facts from opinions To write a reply letter To listen and speak about cultural relics
91

Procedures
I. Warming up Warming up by questions Morning, class. We always say, ―We must respect facts and can‘t wholly depend on one‘s opinions‖. But can you tell me: A. What does it mean when you say, ―It is a fact‖? B. What does it mean when you say, ―It is an opinion‖? Keys for reference: A. A fact must be real, objective and without any personal judgment. So it can be proved. B. An option always expresses one‘s own ideas. It is always subjunctive. So it has not been proved. Warming up by questioning Turn to page 5. Read the passage and tell me: A. If you want to go in for law against somebody, and if you want to win, what‘s the most important thing you should do first? B. What makes a judge decide which eyewitnesses to believe and which not to believe. Keys for reference: A. Searching for facts of course. The more, the better. B. The evidences offered by the eyewitnesses make the judge decide which one is believable and which is not. II. Guided reading 1. Reading and defining Read the passage and define: What is a fact? What is an opinion? What is an evidence? 2. Reading and translating Read the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please? 3. Reading and underlining Next you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.
92

Collocation from Using Language on page 5 in a trial, rather than, ?more than?, to tell the truth, agree with, It can be proved that ?, no reason to lie, a reply to a letter, think highly of, search for, return the treasure to, cost them a lot of time and money 4. Listening Now, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we‘ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I‘ll present some related new words to you to help you understand them easily. Please look at the screen and read after me. explode vt. 爆炸, Czch n. 捷克, mayor n. 市长, melt vt. 熔化, sub (sub marine) n. 潜水艇,水雷, survivor n. 幸存者, Titanic n. 泰坦尼克船 5. Sharing and Correcting Well done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try? Keys: What they heard, saw, did are facts. And what they believe are opinions. 6. Reviewing We often use some expressions to ask for opinions. What are they? Oh, yes. What do you think of ?? Do you believe ?? How can you be sure of ?? How do you know that? And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think? / I don‘t think? I don‘t agree that? / I suppose that? 7. Discussing Please look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let‘s deal with the following discussion: A.What is the best evidence? B. How can we know which eyewitness is most believable? Keys: A. The best evidence is factual and is given by a person who is believable.
93

B. The most believable eyewitness is the one who has nothing to gain from telling a lie. Well done. Let‘s come to the discussion ―Which person gave the best evidence?‖ Keys fore reference: Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer. Hans Braun is also less believable because he is working for a company trying to find the ship which carried the treasures in the Baltic sea. Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable. 8. Reading and writing Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let ‘s read the letter on page 7 and see what‘s Johann‘s choice and opinion. Ok, finished? Now answer the following questions: A. What‘s Johann‘s opinion about the Amber Room? B. What‘s his father ‘s opinion about the things found by him? C. What happened to Johann when she was a pupil? Keys: A. Johann thinks the people who find the Amber Room should keep it for them own. B. His father thinks as Johann does. C. She found a little money and kept it to himself. 9. Completing the letters A & B and then giving your own letters ·When you write your letter, you may choose to agree or not agree with the writer. ·You must give a reason why you agree or don‘t agree with the writer. · Be sure to give an example from your own life so that the reader can better understand your opinion. Ⅲ Closing down Closing down by a debating There is a long ancient wall around a less developed town.
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It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it‘s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let‘s have the debating. Closing down by dictation ·The design for the room was of the fancy style popular in those days. ·The room served as a small reception hall for important visitors. ·The man who found the relics insist that it belongs to his family. ·The room was completed the way she wanted it . ·It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city. ·After that, what really happened to the Amber Room remains a mystery. ·In a trial, a judge must decide which eyewitnesses to believe and which not to believe. ·Is it something that more than one person believes? ·A fact is anything that can be proved. ·An opinion is what someone believes is true but has not been proved.

Part Two: Teaching Resources (教学资源) Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOM
I. Type of writing and summary of the idea Type of writing Main idea of the passage General idea of 1st Para General idea of 2nd Para General idea of 3rd Para General idea of 4th Para General idea of 5th Para II. A tree diagram The Amber Room: the best and biggest work of country‘s best Prussian artists This is a piece of narrative writing. The history of the Amber Room The simple description of the Amber Room The present sent to the Czar The detail adding and relocating of the Amber Room The stolen of the Amber Room in World War Ⅱ The rebuilding of the Amber Room

Para.1
95

In 1716, the Amber Room given to the Czar as a gift Para. 2

In 1770, the Amber Room redecorated by Catherine II Para.2

In 1941 the Amber Room stolen by the Nazi German army Para. 4

The old missing Amber Room being searched for; a new Amber Room having been built Para. 5

Section 2: Background information on culture relics
I. What is a culture relic? 何谓 “文化遗产”? Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution. II. The cultural relics of China in the world heritage site list 《世界文化遗产名录》 中的 30 处中国文遗产 本单元的主题是“文化遗产” ,学生很可能已经亲身接触过当地的文化遗产,或是能过电 视、报纸等媒体对此有了一定的了解,因此,在课前教师可让学生列举国内外著名的文 化遗产,然后对“文化遗产”给出定义、分类或划分标准。到 2004 年底,我国已有 30 处文物古迹和自然景观被联合国科教文组织世界遗产委员会列入《世界遗产名录》 ,以下 是这些文化遗产的名称、性质和列人《世界遗产名录》的年份:
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◆Mount Taishan(泰山),listed as a world cultural and natural site in 1987. ◆The Great Wall(长城),cultural site, 1987. ◆ The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang(北京故宫、沈阳故宫),cultural site, 1987,2004. ◆The Mogao Caves(敦煌莫高窟),cultural site,1987. ◆The Mausoleum of the First Qin Emperor and the Terracotta Warriors(泰始 皇陵及兵马俑坑),cultural site,1987. ◆ The Peking Man Site at Zhoukoudian( 周 口店北 京猿人 遗址 ),cultural site,1987. ◆Mount Huangshan(黄山),cultural and natural site,1990. ◆The Jiuzhaigou Valley Scenic and Historic Interest Area(九寨沟风景名胜 区),natural site,1992. ◆The Huanglong Scenic and Historic Interest Area(黄龙风景名胜区),natural site,1992. ◆The Wulingyuan Scenic and Historic Interest Area (武陵源风景名胜区), natural site,1992. ◆The Mountain Resort and its Outline Temple, Chengde(河北承德避暑山庄 及周围寺庙),cultural site,1994. ◆The Temple and Cemeter of Confucius and the Kong Family Mansion in Qufu (曲阜孔府、孔庙、孔林),cultural site,1994. ◆The Ancient Building Complex in the Wudang Mountains(武当山古建筑 群),cultural site,1

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