全日制人教版高二英语上册全册教案

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按住Ctrl键单击鼠标左打开配套名师教学视频动画播放人教版高二英语上册全册教案TeachingAims:(1)TogivestudentsachancetopracticetheirEnglishbycompletingaproject.(2)Tohelpstudentsmakeaposterexplaininghowtheyhavesearchedandwhattheyhavefound.TeachingProcedure:StepOne:BrainstormingInwhatwayscanwegetinformation?StepTwo:Reading1.Pre-readingDiscussion:(1)Internethasbecomepartofpeople’slifeandtherehavebeenanargumentabouttheeffectsofit.What’syouropinion?Howdoyoumakeuseofit?(2)WhenyouresearchinformationontheInternet,whatdoyoudostepbystep?Pleasewriteyourstepsdown.2.While-readingReadthearticleinPartAandunderlinethekeyword,phrasesorsentencesaboutInternetresearchgiveninthearticlewhilereading.Then:(1)Trytocomparethetwosearchservices.SearchenginesSubjectdirectories·atypeofcomputerprogram·basedonthekeyword(s)youtypein·choosepagesforyouwhichcontaintheword(s)youaskfor·presentunevaluatedcontents·presentthefullarticleorpages·builtbyhuman·selectedbyapersonanddividedintospecificsubjectcategories·presentabunchoftitlesofarticlesorpages,sometimesashortsummary·presentevaluated,relevantandcorrectinformation,notuptodate(2)Whenwe’redoingresearchontheInternet,whatshallwepayspecialattentionto?(Weshouldcheckthedateofthewebsitewefind;weshoulddocross-check;weshouldpayspecialattentiontohowwecanusetheinformationfoundontheInternet,etc.)3.Post-readingFinishPartBonpage47.StepThree:Importantphrases1.doresearchon对…进行研究2.themore…themore…越…就越…3.keep…inmind把…牢记在心4.bebasedon建立在…基础之上5.askfor要求6.berelatedto与…有联系7.abunchof一串 8.rightaway立即9.makeadecision作决定10.uptodate最新的11.take…intoconsideration将…考虑进去12.atthebottomof在…底端13.becarefulabout小心…14.be(not)sureabout对…（不）确定15.makeadifference有关系，有影响16.searchfor寻找17.belongto属于18.makealistof列出…19.followthesetips遵循这些建议StepFourLanguagepoints1.ThemoreyouknowaboutInternetresearch,thefasteryouwillfindwhatyouarelookingfor,andthebetteryourinformationwillbe.(P46)The+比较级，the+比较级:表示越……，就越……。Ex.(1)Themoreyoupractise,(你练得越多)thebetteryouspeak.(2)TheolderIget,thehappierIam.（我就越幸福）(3)你越早出发，你就会越早到达。Thesooneryoustart,themoreearlyyou’llgetthere.2.Theresultsofyoursearcharedividedintospecificsubjectcategories.(P46)(1)AfterWorldWarTwo,Germanywasdividedintotwoseparatecountries.(2)Whatdoyougetifyoudivide6into18?divide&separate(1)Theteacherdividedthestudentsintosmallgroups.(2)Willyouseparatethegoodapplesfromthebadones?3.…,butnoteverypersonwillproofreadtheirownwriting.部分否定，“并非所有，并非都”，其句式结构为：Notall(both,every)…=All(Both,Every)…not…翻译（两种）(1)并非所有的书都有帮助。Notallthebooksarehelpful.Allthebooksarenothelpful.(2)并非他们两个都不会讲英语。NotbothofthemcanspeakEnglish.BothofthemcannotspeakEnglish.全部否定neither,nor,none,nobody,noone,nothing没有一个答案是正确的。Noneoftheanswersis/areright.StepSixHomework:Finishtheexercisesoftheworkbookonpage118-119. Unit1MakingadifferenceTeachingGoals:1.TalkaboutscienceandScientists2.LearnmoreabouttheInfinitive3.PractisedescribingpeopleanddebatingTeachingTime:6periodsTheFirstPeriodTeachingAims:1.Learnandmasterthefollowingwords:Inspiration,perspiration,undertake,analysis,obvious,within,quote2.Talkaboutscienceandscientists.3.Listentothedescriptionofsomescientists.4.Dosomespeaking,describingpeopleanddebating.TeachingImportantPoints:1.Trainthestudents’listeningabilitybylisteningpractice.2.Trainthestudents’speakingabilitybytalkingaboutscienceandscientists,describingpeopleanddebating.TeachingDifficultPoints:1.Howtoimprovethestudents’listeningability.2.Howtohelpstudentsfinishthetaskofspeaking.TeachingMethods:1.Warminguptoarousethestudents’interestinscience.2.Listening-and-answeringactivitytohelpthestudentsgothroughthelisteningmaterial.3.Individual,pairorgroupworktomakeeverystudentworkinclass.TeachingAids:1.amultimedia2.ataperecorder3.theblackboardTeachingProcedures:StepIWarmingup1.T:Therearemanyoutstandingscientistsintheworld,whomadegreatcontributionstosocietyandscience.Nowlookatthepicturesonpage1,tellmewhatarethesescientistsfamousfor?(Bb)ScientistsContributionsMariaCurieRadium/PoloniumAlbertEinsteinTheTheoryofRelativity…2.T:Welldone.Ithinkyouareallinterestedinscienceandscientists.Whatdoyouthinkmakesasuccessfulscientist?Haveadiscussioninpairsorgroupsoffour.Thenreporttheresultsofyourdiscussion.(Itisthewayheuseshistoolsthatmakesasuccessfulscientist.Asuccessfulscientistmusthavemuchimaginationandintelligenceandhemustbecreativeand hard-working.Asuccessfulscientistmustbeconfident,curiousandcareful.ButwhatIliketoknowiswhatmadehim/herinterestedinscience…)T:Nowlookatthequotesonpage1.doyouknowwhattheymean?Anddoyouagree?天才就是百分之九十九的汗水加上百分之一的灵感。想象力比知识更重要。生活中没有什么可怕的东西，只有需要理解的东西。分析明显存在的事物需要非凡的头脑。你不可能把一切教给一个人，你只能帮助他在他自己的认知范围内去发现和了解事物。T:Doyouknowanyotherquotesaboutscienceandthinking?Wisdomisonlyfoundintruth.--JohannWolfgangvonGoethe.Knowledgeispower.–FrancisBacon.StepIIListeningT:OK.NowletsdosomelisteningpracticeonP2.Wearegoingtolistentothedescriptionsofsomefamousscientists.Readtherequirementsbyyourselvesquickly.Listentothetapeforthefirsttimetogetageneralidea,andthentrytofinishtheexx.StepIIISpeakingT:Nowlet’slookatthespeakingpartonP2.Workingroupsoffive.Eachgroupmemberrepresentsabranchofscience,egbiology,maths,chemistry,physics,computerscience.Youaregoingtodebateeachothertoseewhichbranchofscienceisthemostimportantandusefulforsociety.Firstyoushoulddecidewhowillrepresenteachbranchandthenprepareyourrolecardtodebate.Youcanusetheexpressions.StepIVLanguagepoints(computer)1．Ittakesaveryunusualmindtoundertaketheanalysisoftheobvious．分析明显存在的事物需要非凡的头脑。(1)undertake(undertook，undertaken)vt．承担(工作，责任等)，承办+名词例：Heundertookthedifficulttaskwillingly．他欣然承担那项困难的工作。1willundertaketheresponsibilityforyou．我会为你负起责任。vt.着手，进行，企图+名词例：Heundertookanewexperiment．他着手一项新的实验。(2)analysis复数形式analyses．Achemicalanalysis化学分析Wemadeacarefulanalysisoftheproblem．我们仔细分析了那个问题。(3)obviousadj.(moreobvious，mostobvious)明显的，明白的，显而易见的obviouslyadv．例：Hetoldheranobviouslie．他对她扯了一个明显的谎言。Itisobviousthat…．…是显然的。 例：Itisquiteobviousthathedidn'tdoithimself．显然他没有亲自去做。Itseemedobviousthathesufferedfromabadcold．显然他得了重感冒。2．Thereisnodoubtthat．毫无疑问．．例：Thereisnodoubtthatourteamwillwin．我队获胜是毫无疑问的。Idon'tdoubtthatwewillwinthegame．(否定句用that)我不怀疑我们将会赢得这场比赛。Doyoudoubtthathehaspassedthefinalexamination?(疑问句用that)你怀疑他已通过期末考试了吗?Idoubtwhetherheisthebestmanforthejob．(肯定句用whether)我怀疑他是否是担任那项工作的最适当人选。HomeworkPreviewthereadingmaterial.Reviewthewordsandexpressionsinthisperiod.StepVTheDesignoftheWritingontheBbUnit1MakingadifferenceTheFirstPeriodScientistsContributionsMadameCurieRadium/PoloniumEdisonThelightbulbEinsteinTheTheoryofRelativity…Recordafterteaching: TheSecond&ThirdPeriodTeachingAims:1.Learnandmastertheusefulwordsandphrases.2.Trainthestudents’readingability.3.LetthestudentslearnfromStephenHawking.TeachingImportantPoints:1.Masterthefollowingphrasesandsentencepattern:workon,goby,beengagedto,goonwithsth,dreamof,turnoutThereisnopoint(in)doingsth.2.Enablethestudentstounderstandthetextbetter.3.Improvethestudents’readingability.TeachingDifficultPoints:1.Howtomakethestudentsunderstandthereadingtextbetter.2.Howtomakethestudentsunderstandthefollowingsentence.Theredidn’tseemmuchpointinworkingonthePhD.TeachingMethods:1.ScanningthetexttogetsomeinformationaboutHawking.2.Carefulreadingtoanswersomedetailedquestions.3.Discussionafterreadingthepassagetomakethestudentslearnhowtousethescientificmethodtosolvetheproblem.4.Individual,pairorgroupworktomakeeverystudentworkinclass.TeachingAids:1.acomputer2.ataperecorder3.theblackboardTeachingProcedures:StepILead-inandPre-readingT:Yesterdaywelearntsomequotesfromsomescientists.Nowlookatthepictureonthescreen.Doyouknowwhothepersonis?(StephenHawking,oneofthegreatestphysicistsofourtime,ABriefHistoryofTime)TodaywearegoingtolearnapassageaboutStephenHawking.ItwilltellusHawking’sdetermination,thoughtsandsometheories.Firstlet’slearnsomenewwordsandphrases.ThenturntoP3.LookatthequestionsinPre-readingquicklyandthenscanthetextasquicklyaspossibleandfindtheanswerstothem.Answers:1Becausehewantedajob.2Hawkingbecamefamousintheearly1970s,whenheandAmericanRogerPenrosemadenewdiscoveriesabouttheBigBangandblackholes.3In2002,HawkingvisitedChinaandspoketouniversitystudentsinHangzhouandBeijing.StepIIReadingT:Welldone.Nowreadthepassageonceascarefullyaspossible.Thenanswersomedetailedquestionsonthescreen.Youmaydiscusstheminpairsifnecessary.WhatdidStephenHawkingdowhenhewastoldthathehadanincurabledisease?1.Howwouldmostpeoplefeelwhentheyweretoldthattheyhadincurabledisease? 2.WhatdidHawkingwritein1988?3.WhatdidHawkingexplaininthebook?4.AccordingtoHawking,howdopeoplemisunderstandscience?5.Whatarethebasicstepsofthescientificmethod?6.WhatisitthatHawkingdoesn’tlikeabouthisspeechcomputer?StepIIIlanguagepointsTheredidn'tseemmuchpointinworkingonmyPhD—Ididn'texpectosurvivethatlong·取得博士学位对我来说没有什么意义，我没有期望活那么久。PhD(DoctorofPhilosophy)指“博士学位”Thereisnopointindoingsth．表示“做某事没有作用或没有意义”。例：Thereisnopointinarguingfurther．继续争执下去没有意义了。Thereisnopointinprotesting．Itwon’thelpmuch．抗议没有什么用处，于事无补。that在此处为副词，意为“那么”，可以修饰形容词。this也有此用法。例：Ididn'texpecthewasthatrude．我没料到他会那么粗鲁。Ihaveneverbeenoutthislatebefore．我从未在外面呆到这么晚过。Pleasecutmyhairaboutthismuch．请把我的头发剪掉这么长。4．YettwoyearshadgonebyandIwasnotthatmuchworse．但两年过去了，我的情况却没那么糟糕。Goby意思是“(时间)过去”。例：Timewentbysoquickly．Wearealreadyattheendofoursummerholiday．时间过得真快，转眼我们已经要结束暑假了。Thirtyyearswentbyandherhairwasbeginningtoturngray．三十年过去了，她的头发开始变白了。5．Infact，thingsweregoingratherwellformeandIhadgottenengagedtoaverynicegirl，JanWilde．事实上，事情发展得还挺顺利。我和一位非常好的女孩简·怀尔得订婚了。get／beengagedtosb．“与某人订婚”例：Didyouheartheyhavegotengagedlastmonth?你有没有听说他们上个月订婚的消息?TomgotengagedtoMary，whomhehadmetonthetrain．汤姆和玛丽订婚了，他们在火车上认识的。Beengagedin(on)+n．／doingsth．从事(工作)的，忙于……的例：Shewasengagedinprotectingwildbirds．她从事保护野生鸟类的工作。RightnowI’mengaged．我现在正忙着。beengaged(电话等)通话中的，占线中的，相当于美国英语的busy．例：Theline／numberisengaged。线路被占用。engagementn．订婚(to) 例：announceone'sengagementto…宣布与…订婚breakoffone'sengagement解除婚约，解约engagementring订婚戒指(戴在左手无名指上)6．Scientists，ontheotherhand，Hawkingwrites，knowthattheirjobisneverfinishedandthateventhebesttheorycanturnouttobewrong．霍金写到，从另一个方面说，科学家知道他们的工作是永无止境的，即使是最完美的理论，也可能是错误的。Turnouttobe“结果是”“最后的情况是”+副／+形／+todo／+that．．例：Theweathermansaiditwasgoingtorainthisafternoonbutitturnedouttobeverylovely．天气预报说今天下午有雨，其实今天天气非常好。Thelectureturnedouttobeverydull．讲座结果很无聊。Everythingturnedoutwell．一切顺遂。Therumorturnedout(tobe)true．那谣言后来证明是真的。Itturnedout(that)twotravelershadbeenkilled后来证实(查明)有两位旅客丧生。turnoutvi.(为集会等)外出，去。turnoutvt.．(可分开用)关(熄灭)(煤气，电灯油灯等)turnoutvt.(可分开用)生产(产品)，出产例：Thefactorycanturnoutl000carsaday．这家工厂一天能生产1000辆汽车。7．Everyonehashisorherspecialskillsandinterests，andonlybydiscoveringwhatwedobestcanwehopetoreachourgoalsandtrulymakeadifference．每个人都有自己的专长和兴趣，只有发现自己的专长，我们才能期望达到自己的目标，真正与众不同。only修饰介词短语或从句时，要求倒装。例：OnlyatthattimedidIrealizeitsimportance．直到那时我才意识到它的重要性。OnlyinthiswaycanyoumakeprogressinyourEnglishstudy．只有这样你才能在英语学习上取得进步。Onlywhenyoufinishyourhomeworkcanyougoouttoplayfootball．只有当你完成作业你才能出去踢球。only修饰主语时，通常置于主语之前。例：Onlyyouunderstandme．只有你了解我。only修饰主语以外时，通常置于动词之前(有be动词、助动词时，则置于其后)例：Sheonlyeatsvegetables．她只吃蔬菜。Ionlylentyouthemoney．那笔钱我只是借给你(不是给你)。Heonlyworkswhenhe'sgothomework．他只在有家庭作业时才做功课。I'veonlyseenhimonce．我只见过他一次。8．Imaginethis：youaretwenty-oneyearsoldandapromisinggraduatestudentatoneofthetopuniversitiesintheworld． 想象一下这种情况：你二十一岁是世界最有名大学里的一个有希望的毕业生。imagine+名词例：Canyouimaginelifewithoutelectricity?你能想像没有电的生活吗?Thegir1triedtoimaginethegentlemanasherfather．这女孩试着把这位绅土想像成自己的父亲。imagine+doing想像做·”例：Ididn'timaginebecomingawriterinmychildhood．在孩提时代，我并未想像成为一名作家。imagine+名(人)+doing想像(某人)做…例：Ican'timaginehermarryinghim．我无法想像她和他结婚。imagine+(that)…／wh—想像…；想…，推测(不可用进行时)例：Imagineyouareabird．想像你是一只鸟。Canyouimaginehowmuch1wassurprisedtoseeit?你能想像我看见它后感到多么惊讶吗?Iimagine(that)Ihavemetyousomewherebefore．我想以前曾在哪里见过你。Canyouimaginewhatheisdoing?你能猜测他在做什么吗?(Just)imagine(it)!想想看!Imagination(名)imaginative(形)promising(形)有希望的，有前途的，前途光明的例：apromisingactress有前途的女演员9．Sincethen，Hawkinghascontinuedtoseekanswerstoquestionsaboutthenatureoftheuniverse．从那时起，霍金就继续寻求关于宇宙特征的问题的答案。seek+(forafter)+名词搜寻，寻找；寻求，探求；追求例：Theysoughtshelterfromtherain．他们找寻避雨的地方。Hefounditworthlesstoseekfame．他发现追求名声是不值得的。Wemustseek(for)asolutiontotheproblem我们必须寻求解决问题的方法。seek+名征求，请求，Hesoughthisdoctor'sadvice．他向医生请教(征求医生的意见)。StepIVListeningandConsolidationT:NowI’llplaythetape.Youcanfollowitinalowvoice.Payattentiontoyourpronunciationandintonation.ThendoexxinPost-reading.HomeworkT:Learnthewordsandphrasesbyheartandtrytousethemfreelyandcorrectly.Readthetext fluentlyandrecitesomeimportantsentences.TheDesignoftheWritingontheBbUnit1MakingadifferenceTheSecondPeriodUsefulexpressions:workon+n./pron./doing,goby:pass,be/getengaged(tosb.):beboundbyapromisetomarry,goonwithsth:continuewithsth,dreamof:imagine,turnout:prove(tobe),Sentencepattern:Thereisnopoint(in)doingsth.=Thereisnogoodreasonfordoingsth.Recordafterteaching: TheFourthPeriodTeachingAims:Reviewthewordslearntinthelasttwoperiods.LearnhowtoexplainthewordsinEnglish.LearnandmastertheusagesoftheInfinitive.TeachingImportantPoints:MastertheusagesoftheInfinitive.TeachingDifficultPoints:1.HowtohelpthestudentslearntoexplainwordsinEnglish.2.HowtohelpthestudentsmastertheusagesoftheInfinitive.TeachingMethods:1.Reviewmethodtohelpthestudentsrememberwhattheyhavelearntbeore.2.ExplanationandinductivemethodstomakethestudentsmastertheusagesoftheInfinitive.3.Individualworkorpairworktomakeeverystudentworkinclass.TeachingAids:theblackboardTeachingProcedures:StepIRevisionHaveadictationofsomewordsandexpressions..StepIIWordStudyT:Nowlet’sdoanextoseehowtoexplainsomewordsinEnglish,accordingtothemeaningsofthesentences.PleaseturntoP5.Let’sdotheexinWordStudy.Choosetheclosestmeaningtotheunderlinedwordineachsentence.Firstwe’lllearnanewphrase:useup.Doitbyyourselfandyoucandiscussinpairs.StepIIIGrammar（详解见后）Bb:1.HehopedtovisitChinaagain.2.Ittookalotoftimetofinishthereport.3.Pleasegivetheboysthtoplaywith.4.Hewenthometoseehissickmother.5.Herwishistobecomeapopsinger.T:Tellmethefunctionoftheunderlinedpartineachsentence.S:No.1isusedastheobject.S:No.2isusedasthesubject.Itismoreusualtouseformalsubject“it”andtheinfinitivephraseisusuallyplacedattheendofthesentence,thatis“itis…todosth.”.S:No.3isusedastheattribute.S:No.4isusedastheadverbialforpurpose.S:No.5isusedasthepredicative.T:Nowlet’sdoanexonthescreen.Grouptheinfinitivesaccordingtohowtheyareused.1.Somethingsneed(1)tobebelieved(2)tobeseen.2.Thedoctortoldhimthathemaynothavemorethantwelvemonths(3)tolive.3.(4)Inordertogetmarried,Ineededajob,and(5)inordertogetajob,IneededaPhD.4.Readerswerepleasedandsurprised(6)tofindthatascientistcouldwriteabouthisworkinawaythatordinarypeoplecouldunderstand. 5.Hetraveledaroundtheworld(7)togivelectures.6.Whatdoesitmean(8)tobeascientist?7.PeoplewholistentoHawking’slecturessometimesfinditdifficult(9)tounderstandhim.8.(10)Toexplainwhattheyhaveseen,theybuildatheoryabouthowthingshappenandthecausesandeffects.S:Subject:(8)Attribute(2)(3)Object(1)(9)Adverbial(4)(5)(6)(7)(10)StepIVPracticeT:Nowlet’sdosomeexercisesonP6,Ex2andEx3.Rewritethesentenceswith“tobedone”or“tohavebeendone”.Hewantedthenursestotakecareofthepatient.—Hewantedthepatienttobetakencareof.Because“thepatient”isthelogicalobjectof“takecareof”,thepassiveinfinitiveshouldbeusedinthesecondsentence.Thecarwasreportedtohavebeenstolen.ButwhentheactionexpressedbytheInfinitivehappensbeforethepredicate,theperfectinfinitiveshouldbeused.HomeworkFinishalltheexxinGrammar.PreviewthecontentinIntegratingskills.TheDesignoftheWritingontheBbUnit1MakingadifferenceTheThirdPeriodPhrase:useupGrammar:theInfinitive1.HehopedtovisitChinaagain.2.Ittookalotoftimetofinishthereport.3.Pleasegivetheboysthtoplaywith.4.Hewenthometoseehissickmother.5.Herwishistobecomeapopsinger.6.Hewantedthenursestotakecareofthepatient.7.Hewantedthepatienttobetakencareof.Recordafterteaching: TheFifthPeriodTeachingAims:1.Revisethelanguagepointsandgrammar—theInfinitive.2.Learnandmasterthefollowingphrases:takealookat,whatif,theotherwayaround3.Dosomereadingandwritingpracticetoimprovethestudents’integratingskills.4.Learnhowtowriteadescriptiveparagraph.TeachingImportantPoints:1.Improvethestudents’integratingskills.2.Helpthestudentswriteadescriptiveparagraph.TeachingDifficultPoints:1.Howtohelpthestudentsunderstandthepassagebetter.2.Howtohelpthestudentslearntowriteadescriptiveparagraph.TeachingMethods:1.Doingexxtorevisewhatwe’velearntbefore.2.Asking-and-answeringactivitytogothroughthereadingmaterial.3.Discussiontohelpthestudentsunderstandthepassagebetter.4.Individual,pairorgroupworktomakeeverystudentwork.TeachingAids:1.acomputer2.ataperecorder3.theblackboardTeachingProcedures:StepIRevisionT:Weknowthattheinfinitivecanbeusedasthesubject,object,adverbialandsoon.Nowlet’sdosomeexxtoseeifyouhavemasteredthemwellenough.Lookatthescreen.1.(1)Tolearnabouttheuniverse,youneed(2)tohaveatelescope(3)toobservethestarswith.2.Ittakestime(4)toknowaman.3.Pleaseremember(5)tobringmeabook.4.I’vegotalotofwork(6)todo.5.(7)Inordertocatchthefirstbus,shegotupearly.6.Itisimportantforus(8)tolearnEnglish.Subject:(4)(8)Object:(2)(5)Attribute:(3)(6)Adverbial:(1)(7)T:Let’sdoanotherex.Fillintheblanks,usingtheInfinitive.1.ThegoalofStephenHawking’sresearchistoandtoishisbiggestdream.2.Thedoctorthoughtheonlyhadthreemoreyearsto,whichturnedout.3.Wetookataxito.Wehurriedthere,onlyto.Wewereunhappyto.4.Hestudiedhardto.5.Lunchisready.Let’sstopto.T:Nowlet’srevisetheusefulexpressions.Doanextoseewhetheryouhavemasteredthemwell.1.Heonedaybecomingafamousviolinist. 2.TomAnn.3.Twoweeksslowly.4.Hissuggestiontobeagoodone.5.Hehisink.6.Ifwedon’tfinishpaintingtheroomtoday,wecanittomorrow.7.Heanovel.StepIIReadingT:Thereweremanyscientistsintheworldinthepast,whosediscoveriesandinventionscanhelpusunderstandtheworldbetter.Canyousayoutthenamesofsomescientistsandtheirdiscoveries?……T:Doyouknowwhyandhowtheymadetheseimportantdiscoveriesorinventions?Thepassagetellsuswhatmakesthescientistsmadetheirdiscoveries.TurntoP7.Readthepassagequicklyandthenanswersomequestionsonthescreen.1.What’sthecharacteristicofGalileoGalilei?2.WhycouldStephenHawkingmakecontributionstosciencework?3.Whatcanbedescribedastheabilitytouseknowledge?4.What’sthemostimportantthingifwewanttomakeadifference?5.Howcanwehopetoreachourgoalsandtrulymakeadifference?T:I’llexplainsomeexpressionsandsentencestructures.1.takealookat2.whatif3.theotherwayround4.…itwasonlylaterthattheworldrecognizedhisgreatness.5.…onlybydiscoveringwhatwedobestcanwehopetoreachourgoalsandtrulymakeadifference.StepIIIListeningandDiscussionT:Listentothetapetwice.Thendiscussthequestionsinpairsorgroups.1.Ofallthecharacteristicsmentionedinthepassage,whichdoyouthinkisthemostimportant?Why?2.WhatdogreatscientistslikeStephenHawking,GalileoGalileiandZhangHenghaveincommon?Findoutmoreaboutthemandhowtheyworkandthink:Whatisthescientificspirit?Howdoscientistssolveproblems?Howdoscientistsmakeadifference?Whatcanwelearnfromgreatscientists?Usethequestionsbelowtogetstarted.Whatisthescientificspirit?Howdoscientistssolveproblems?Howdoscientistsmakeadifference?Whatcanwelearnfromgreatscientists?StepIVWritingT:Whoisyourfavouritescientists?Writeaparagraph.Beforewriting,thinkaboutwhatyouwanttowriteandwhatthereadersneedtoknow.Howcanyoubestdescribehimorher?Whatisthemostimportantorinterestingfactaboutthescientist?Whydoyoulikehimorher?Listanoutlineofthepassage.Thenwritesomeusefulsentencestohelpthem. StepVHomeworkGooveralltheimportantpointslearntinthisunitandfinishyourwriting.StepVITheDesignoftheWritingontheBbUnit1MakingadifferenceTheFifthPeriodAgoodscientistsmustbecuriousandcareful.Greatscientistsusetheircreativityandimaginationtocomeupwithnewideas.Scientistsmustalsobeintelligentandpatient.Theexperimentprovedthathertheorywascorrect.Otherscientistsweresurprisedbyherdiscoveryandcalleditasuccess.Sheusedamodeltosolvetheproblem.Recordafterteaching: Unit2NewsmediaTeachingGoals:1.Talkaboutnewsandthemedia2.Practiseexpressingopinions3.LearnaboutthePastParticiple(1):usedasAttributeandPredicativeTeachingTime:7periodsPeriod1Warmingup&ListeningTeachingAims:1.Talkaboutnewsandthemedia2.Trainthestudents'listeningabilitybylisteningandansweringsomerelativequestions.3.Masterthefollowingwords:reliable,elect,goup,burndown,injure…TeachingImportantPoints:MastertheusefulwordsandexpressionsinthisperiodTrainingtheSs’listeningandspeakingabilityTeachingDifficultPoints:HowtohelpSsunderstandthelisteningmaterialexactlyHowtohelpimprovetheirspeakingabilityTeachingMethods:ListeningandansweringactivitytohelptheSsgothroughthelisteningmaterialIndividual,pairorgroupworktomaketheSsfinishthespeakingtaskTeachingAids:acomputer,arecorder,theBbTeachingProcedures:Step1:GreetandLead-inGreetthewholeclass.Leadinthenewunitbyasking:theOlympicGamesaregoingon,howcanweknowthedetailsofthegames?Forexample,howmanygoldenmedalshavewegot?(Byreadingnewspapersandmagazines,watchingTV,listeningtotheradio,alsobyawebsite.)InEnglishwecallitnewsmedia.Step2:WarmingupPleaseopenthebookatpage9.Lookatthepicturesanddiscussthefollowingquestionsinpairs:Whichofthenewsmediaaboveisthemostreliable?Why?Howarethemediaabovedifferentfromeachother?Howdoyouknowwhetherwhatyouhear,seeandreadistrue?Doyouknowhowanewspaperismade?Step3:Listening(SBpage10)T:Nowlet’scometothelistening.Wearegoingtolistentotwopartsofconversations.Thefirstpartisaninterview;thesecondpartisadialogue.Listencarefullytowhatissaidineachpart.I’llplaythetapetwice.(afterlistening)PleaseworkinpairstotalkaboutthequestionsinExercises2,3,4.(Checktheanswerwiththewholeclass) Step4KeyWordsWhichofthenewsmediaaboveisthemostreliable?reliableadj.可信赖的;可依靠的；确定的Theyarereliablefriends.他们是可信赖的朋友。Isthesourceoftheinformationreliable?那个消息的来源可靠吗？[链接]reliablyadv.可靠地；确实地reliabilityn.可靠性；可信赖性2.Themanwasfired.那个人被解雇了。fire的动词用法(1)解雇，开除Thecompanyfiredhimfornotcomingtoworkontime.那个公司因他不按时上班解雇了他。(2)发射Hefiredhisgunatthebigsnake.他开枪打那条大蛇。(3)激发（人、感情等），使充满热情Thestoryfiredhisimagination.这个故事激发了他的想象力。3.Themanfaceddifficulties.(1)facev.t.面临（困难等），应付，面对；（危险、困难等）迫近e.g.Wemustfaceourtroubleandbearit.我们必须正视我们的困难并勇于承受。[短语]befacedwith面临，面对faceupto面对；承担facethemusic接受（不愉快的后果或情况）e.g.Iwasfacedwithanewproblem.Shecouldn’tfaceuptothefactthatshewasnolongeryoung.她无法面对自己不再年轻的现实。Theboywascaughtcheatingintheexaminationandhadtofacethemusic.那个男孩被发现考试作弊，不得不接受惩罚。(2)difficulty表示“难，困难”时用作不可数名词，表示“难题，难事”时用作可数名词。e.g.ShelearnedtospeakEnglishwithoutdifficulty.她毫无困难地学会了讲英语。Wewillfacemanydifficultiesinthefuture.将来我们要面临许多难题。4.Themanwasgenerous.generousadj.慷慨的；大方的；宽容的；豁达的；丰富的，丰盛的e.g.Heisgenerouswithhismoney.他出手大方。Hegavemeagenerouslunch.他请我吃了一顿丰盛的午餐。[链接]generousadv.慷慨地generosityn.慷慨大方Homework:Readthenewwords.KeeptheLanguagePointsinmind.GetreadingforSpeaking Period2Listening(WBpage88)&Speaking(SBpage10)TeachingAims:1.Trainthestudents’listeningability.2.Trainthestudents’speakingability.TeachingImportantPoints:MastertheusefulwordsandexpressionsinthisperiodTrainingtheSs’listeningandspeakingabilityTeachingDifficultPoints:HowtohelpimprovetheirlisteningabilityHowtohelpimprovetheirspeakingabilityTeachingMethods:Listening-andansweringactivitytohelptheSsgothroughthelisteningmaterialGroupworktomaketheSsfinishthespeakingtaskTeachingAids:acomputer,arecorder,theBbTeachingProcedures:Step1Greetthewholeclass.Step2Listening(WBpage88)Nowlet’scometothelistening.Thechiefeditorofadailynewspaperishavingameetingwiththejournalists.Sheistellingthemwhatshewantsthemtodotoday.Listencarefullytowhatissaidinthetext.I’llplaythetapetwice.(Checktheanswerwiththewholeclass)Step3Speaking(SBpage10)Nowit’stimeforustobeaeditorofanewspaper.Hereisalistoftenthingsthathappenedtoday(onthescreen)Youonlyneedtoreportfiveofthem.Workingroupstodiscuss.AndthenI’llaskyoutoactoutyourdialogue.Youcanusetheusefulexpressionsinyourbook..(walkaroundandgivethemhelpifnecessary).Step4KeyWordsandExpressions:Belowisalistoftenthingsthathappenedtoday.以下列出了今天发生的十件事。本句为倒装句，正常语序应为：Alistoftenthingsthathappenedtodayisbelow.below看作副词，表示方位，当表示方位的状语或表语位于句首时，句子采用全部倒装的结构，即把谓语动词的所有组成部分都移到主语之前。这类作状语或表语的词常见的有：away,down,in,off,out,over,up,above,below,here,there及介词短语与分词。Hereisaseatforyou.这儿有你的一个座位。Theregoesthebell!铃响了。Writtenontheblackboardarethenamesofthosewhowerelateyesterday.黑板上写着昨天迟到的人的名字。Franceelectedanewpresident.electv.t.选举，推选e.g.Theyelectedapresident./TheyelectedhimasPresident.他们选举了总统。/他们选举他为总统。注意：若选举某人担任某职位，且该职位只有一个时，通常不用冠词。e.g.Ourclassmateselectedhimas/tobe/our/asourmonitor. Theyelectedtheoldmantobechairmanoftheclub.他们推选那位老人为俱乐部主席。[辨析]elect,pickout,chooseelect是指通过正式手续的选举。e.g.RooseveltwaselectedfourtimestothepresidencyoftheU.S.A.罗斯福四次当选为美国总统。choose通常指在所提供的对象中，凭个人的判断力进行选择。e.g.Wehadtochoosebetweenleavingearlyandpayingforataxi.我们不得不在早点动身和雇计程车中间作出选择。Therearetentochoosefrom.pickout比较通俗，指按个人喜好或希望进行挑选，多用于有行的东西。e.g.Shepickedoutascarftowearwiththedress.她挑选了一条围巾以配上她穿的衣服。Foodpricesaregoingup.食品价格在上涨。goup上升，增长，提高e.g.Thetemperaturehasgoneup.Theliftwentuptothefourthfloor.电梯升到了四楼。Ahouseinyourcityburntdown.Nobodywasinjured.你们镇上一座房子被烧毁。无人员伤亡。burndown烧毁；使烧毁【强调破坏性】；（由于燃料烧尽）火力减弱Thesehouseswereburntdowntotheground.这些房子被烧毁。Thefireisburningdown,getsomemorecoalplease.[比较]burnup烧尽，烧光【强调动作的结果】；（火，炉等）烧起来，旺起来e.g.Putsomewoodonthefireandmakeitburnup.(2)injurev.t.使受伤；损害，伤害（感情）e.g.Theboyinjuredhisleg.Intheaccidenthisbackwasseriouslyinjured.[辨析]injure,wound,hurt,harm的区别：injure伤害，损害（感情），损害（名誉）。普通用词，常指各种性质的身体上或精神上的伤害。多指事故中人或物的损伤，包括容貌、生理、身体等。e.g.Inthetrafficaccident,twowerekilledandthreegetinjured.在交通事故中，两人遇难，三人受伤。Hewassoinjuredinhispridethathestayedathomealldaywithoutmeetinganyone.他的自尊受到了如此的伤害以至于他成天待在家里，不见外人。wound使受伤，伤害，损害，主要指外界暴力或用武器造成身体上较重的伤害，像刀伤、枪伤、刺伤等。多指战场上受伤，还可以指精神上的创伤。e.g.Thesoldierwasbadlywoundedinthehead.这个士兵头部受了重伤。Thebulletwoundedhisarm.子弹打伤了他的胳膊。hurt伤害（感情）。普通用词，没有injure正式，常用于口语。多用于有生命的东西，常指肉体上的伤害，也可以指精神上的痛苦或感情上的伤害。作不及物动词，表“疼痛”。e.g.Luckilynoonewasseriouslyhurtinthecaraccident.Thegirlfelloffherbike,andoneofherlegshurt.harm常用于口语，表示肉体或精神上的伤害均可以，有时可引起不安，不便。e.g.Therewasafireinourstreet,butnoonewasharmed. Gettingupearlywon’tharmyou!早起对你没有害处。Homework:Readthenewwords.KeepthelanguagepointsaboveinmindGetreadyforreading.Period3-4Pre-reading/Reading/Post-readingTeachingAims:1.Trainthestudents'readingability,especiallytheskillsofsummarizingandscanning.2.Studyandhaveagoodgraspofsomekeywordsandphrases.TeachingImportantPoints:wordsandphrases:morethan,relateto,foronce,beaddictedto,onallsides,inform,experienced,switch,etc.Understandthepassageexactly.TeachingDifficultPoints:HowtohelptheSslearnmoreaboutreportersandnewspapers.TeachingMethods:1.Fastreadingtogetthegeneralideaofthetext.2.Carefulreadingtofurtherunderstandthetext.3.Individual,pairorgroupworktomakeeverystudenttakeanactivepartintheactivitiesinclass.TeachingAids:acomputer,arecorder,theBbTeachingProcedures:Step1Greetthewholeclassasusual.Step2ReadingWehavetalkedalotaboutnewsmedia.Todaywearegoingtoreadapassageaboutreportersandnewspapers.Scanthetext,trytogetthegeneralideaofthetext.andfinishpre-reading.(1and6)Nowpleasereadthetextagaincarefully,andfindtheanswerstothequestionsonthescreen.1.Donewspapersandothermediasimplyrecordwhathappens?2.Whowereaskedtobeinterviewed?Andwhy?Whomdoesareporterhavetodiscusswithbeforehe/shedecideswhattowrite?Why? 4.Andwhatistheperson’sjob?5.Isinterviewingsomeoneeasy?Whatmustareporterknow?6.Whenaninterviewisfinished,whatshouldthereporterdo?7.Whichofthearticlesthattheyhavewrittendotheylikebest?Why?8.Whatcouldtheywriteaboutiftheycouldwriteanyarticle?Why?9.Whatisthebasictaskforareporter?10.WhatresultcanTVprogrammesandprintedarticlesbringtous?(checktheanswers)Step3LanguagePoints:Newspapersandothermediadomorethansimplyrecordwhathappens.报纸和其他媒介并不仅仅记录已发生的事情。(1)该句中的do是助动词，起强调作用，用以加强说话者的语气。e.g.DoremembertoremindmetoreturnthebookIborrowedfromyou.(2)morethan不仅仅；极为，非常；多于；难以；不能e.g.She’smorethanateachertous.Theboymorethansmiledbutlaughed.这男孩不仅是微笑，而是放声大笑了。Wearemorethanpleasedwiththeresults.我们对结果极为满意。Hehasmorethan300pictures.Thisroomisthreetimelargerthanthatone.这个房间比那个房间大两倍。Experiencededitorsandreportersmakeinformeddecisionsaboutwhateventstoreportandhowtoreportthem.经验丰富的编辑和记者对于该报道什么事件以及如何报道作出明智的决定。句中的experienced(富有经验的)和informed(见识广的，有知识的)都是动词的过去分词作定词，修饰动词。单个的过去分词作定语时，通常放在它所修饰的名词前面。e.g.afallentree一棵倒下的树abrokenchair一把破椅子(2)informedadj.明智的，有知识的，了解情况的e.g.Heisawell-informedman.他是个消息灵通的人。inform的用法:informsb.ofsth.告知某人某事informsb.that/wh-…告知某人informsb.＋疑问词＋不定式e.g.Thesingerinformedusoftheirarrival.歌手们把他们到来的消息告诉了我们。Thenurseinformedmethatvisitinghourswereover.护士告诉我探病时间已经结束了。Whoinformedyouwhentostart?是谁告诉你们出发时间的？Theyalsomakesurethatreaderscanrelatetothestories.他们还要确保报道的内容与读者的生活密切相关。relatev.i.&v.t（和～）相关；涉及；把～与～关联起来e.g.Itisdifficulttorelatethetwocases.很难把两个案子联系起来。Weshouldlearntorelatetheresultstothecauses.我们应该学会把结果与原因联系起来看问题。Lightindustryiscloselyrelatedtothepeople’slife.轻工业与人们的生活有密切的关系。 Thetworeportersagreedtoswitchrolesforonceandbetheintervieweesratherthantheinterviewersinordertoletusknowabouttheirworkandhowthenewswereadinmade.两位记者同意交换角色，作一次受访者而不是采访者，让我们了解他们的工作，了解我们读到的新闻是怎样制作和编写出来的。(1)switchv.转换，改变e.g.Heisalwaysswitchingjobs.他总变换工作。Heswitchedtherecordertothe“off”position.他将录音机拧到“关”的位置。(2)foronce就这（那）一次e.g.Foroncetheybroketherule.这一次，他们违规了。Foronceourmanagercamelate.我们的经理这次来晚了。Hebeatmeforonce.他只有一次赢了我。(3)ratherthan的特点是连接前后两个平行结构，即要求前后成分要一致。e.g.Hedecidedtowritetoratherthan(to)phone.他决定写信而不打电话了。I’dliketogothereinautumnratherthaninsummer.我愿意秋天去那里而不愿意夏天去。5.Aftertheinterview,thereportermustpresentthematerialinanorganizedwayandmakesurethatthearticlereflectseventsandopinionstruthfully.采访后，记者一定要提交出组织严密的材料，并确保文章的真实反映事实和舆论。(1)presentvt.呈现；描述；介绍；赠送e.g.Whenwillyoupresentyourreport?你什么时候提出报告？Thegovernmentpresentedcarstothehospitals.政府向医院赠送了一些车。AllowmetopresentMr.Browntoyou.请允许我把布朗先生介绍给你。reflectvt.反映；表现；反射；映出e.g.Thisletterissuretoreflectourrealopinion.这封信会反映出我们的真实意见。Herfacewasreflectedinthemirror.她的脸映现在镜子里。Mirrorsreflectlight.镜子能反射光线。MyfavouritearticleistheoneIwroteabouttheeffortstobringstolenculturalrelicsbacktoChina.我最喜欢的文章是我写的一篇关于如何努力把被盗的文物带回中国。(1)本句中的one是代词，用来指代article。one常用来代替前文提到的一种可数的事物。e.g.Ihaven’tapen.Canyoulendmeone?指代可数名词复数用ones。e.g.Onthedeskthereisaredpencilandtwoblackones.(2)effortn.[U,C]努力；艰难的尝试；努力的结果e.g.Hediditwithouteffort.他毫不费力地完成那件事[短语]makeaneffort努力，尽力sparenoeffort不遗余力Iwanttowriteaboutpeopleyouseldomreadabout,forexamplepeoplewhohaveAIDSorwhoareaddictedtodrugs.我想报道那些你们很少能了解的人，如艾滋病患者或者是染上毒瘾的人。 (1)seldomadv.很少；不常；难得[扩展]表示否定意义的状语位于句首时，句子通常采用倒装句。e.g.Seldomdoeshequarrelwithothers.NeverdidIdreamofseeinghiminAmerica.Neverbeforehavesomanypeoplecometoseehim.Notasingleworddidshesay.(2)be/get/becomeaddictedtosth./doingsth.对~成瘾/成癖e.g.Itdoesn’ttakelongtobecomeaddictedtothesedrugs.服用这些毒品不要多长时间就会上瘾。It’sapitythatherchildhasgotaddictedtosmoking.真可怜，她的孩子抽烟上瘾了。Somechildrenareaddictedtocomputergames/TV.(喻)一些孩子玩电脑游戏/看电视上了瘾。HeisaddictedtopracticingChineseGongfu.他醉心于练习中国功夫。Weshouldn’tignorewhathappensevenifitisdifficultforpeopletoacceptsomestories.即使人们对一些现象很难接受，我们也不应该无视眼前发生的事情。(1)ignorev.t.不理睬；忽视e.g.Youshouldn’tignoreyourfather’sadvice.你不该无视父亲的忠告。Itriedtotellherbutsheignoredme.我打算告诉她，可是她不理睬我。(2)evenif/eventhough即使，尽管e.g.Theyoungmandidn’tloseheartevenifhehadfailedmanytimesinfindingajob.这个年轻人没有放弃，尽管他多次未能找到工作。Themediacanoftenhelpsolveproblemsanddrawattentionstosituationswherehelpisneeded.媒介常可帮助解决难题，使人们关注需要得到帮助的情况。drawattentionto关注某事draw/attractone’sattention引起某人的注意e.g.Thisarticlewilldrawattentiontofarmersandagriculture.这篇文章奖让人关注农民和农业问题。Thefallenleavesdrew/attractedtheworker’sattention.这些落叶引起了那个工人的注意。9.Theresultisabetterunderstandingoftheworldonallsides,leadingtoafutureworldwherepeoplefromallcountriesarerespectedanddifferentviewsandopinionsaretolerated.结果会使人们更好地了解世界地各个方面，给人们带来一个人人受到尊重，不同观念得到包容地未来世界。(1)onallsides(=oneveryside)在各方面，四面八方e.g.Theyweretrappedwithenemiesonallsides.他们四面楚歌。Theenemywereattackingonallsides.敌人从四面八方发起进攻。toleratev.t.容忍，忍受，允许e.g.Ican’ttoleratethatloudmusic/thatkindofbehavior.我无法忍受那么响的音乐/那种行径。Cheatingonexamscant’betolerated.考试作弊是不能容忍的。10.Iwouldnotbelieveit,butImightcheckothersourcesandmaybechangemymind.changeone’smind改变主意e.g.Sincegettingtoknowhimbetter,Ihavechangedmymindabouthim.更深入地了解以后，我改变了我对他地看法。 [相关短语]bear/keepinmind记住call/bringtomind使人想起outofone’smind精神错乱，发狂nevermind不要紧，没关系havesth.inmind记得某事，想起某事11.Famouspeopleareoftenaskedfortheiropinionsoncurrentaffairs.名人经常接受采访、被问及对时事地看法currentaffairs当前的事件；时事affairs复数形式表示“重要事件，事务”（常用复数形式，且一般不与定冠词连用）e.g.TheministerdealswithimportantaffairsofState.这位大臣处理重要的国务。currentadj.此刻的，现时的，当前的e.g.currentfashions时装currentevents时事Step4DiscussionNowyoumusthaveknownaboutreportersandnewspapersbetter.Solet’shaveadiscussion.Lookatthequestions3and4onpage12,andworkinpairstotalkaboutthem.ThenI’llasksomeofyoutoreport.(encourageSstoexpresstheirownopinion)Homework:Readthetext.Trytorememberwhathavebeentaughtabove.WorkBookp89-90Recordafterteaching:Period5LanguageStudy&GrammarTeachingAims:1.ReviewthewordslearnedinReading.2.GrammarStudy:ThePastParticipleusedasAttributeandPredicativeTeachingImportantPoints:Howtoguessthemissingverbsandusethemcorrectlyaccordingtothegivensentences.HelpSsmasterthePastParticipleasAttributeandPredicative.TeachingDifficultPoints:HowtousethePastParticiplecorrectly.TeachingMethods: PractisingtofinisheachtaskinWordStudyandGrammar.TeachingAids:acomputer,arecorder,theBbTeachingProcedures:Step1Greetthewholeclassasusual.Step2checkhomeworkStep3wordstudydoexercise1onpage13Step4Grammar语法详释(computer)ThePastParticipleusedasAttributeandPredicative过去分词作定语和表语过去分词在句中可承担形容词和副词在句中的作用，充当定语和表语。1．过去分词作定语(1)在句中的位置单个的过去分词作定语时，位于它所修饰的名词或代词前面；过去分词短语作定语时，位于它所修饰的名词或代词后面。abrokenheart一颗破碎的心alostdog丧家之犬arisensun已升起的太阳anorganizedtrip有组织的旅行abrokenglass被打破的玻璃杯atriporganizedbytheleague由共青团组织的旅行aglassbrokenbytheboy被这个男孩打破的玻璃杯Theexcitedpeoplerushedoutofthebuilding.Theyfoundadamagedcaratthegateofthepark.所表示的时间过去分词作定语时，所表示的动作或者在谓语所表示的动作之前发生，或者没有一定的时间性。Theletterpostedyesterdaywillsoonreachhim.他很快就能收到昨天寄出的信了。Haveyoureadthebookswrittenbytheyoungwriter？你读过那位年轻作家写的小说吗？语法功能过去分词或过去分词短语作定语时，其功能相当于一个定语从句。ThestolenbikebelongstoJack.被偷的自行车是杰克的。àThebikewhichhadbeenstolenbelongstoJack.ThelecturegivenbyProfessorZhangisaboutenvironmentprotection.张教授所做的报告是关于环境保护的。àThelecturewhichwasgivenbyProfessorZhangisabouttheenvironmentprotection.2.过去分词作表语(1)过去分词作表语时，多表示主语所处的状态。Thedoorremainedlocked.门仍然锁着。Shelookeddisappointed.她看上去挺失望。Heseemedquitedelightedatthegoodnews.听到这个好消息，他似乎很开心。(2)常见作表语的过去分词有：upset,disappointed,drunk,amused,frightened,married,excited,experienced,interested,confused,pleased,puzzled,satisfied,tired,worried等。(3)有些过去分词作表语时，构成的谓语很接近被动结构。 Everythingissettleddown.一切都解决了。Thankheavens!Theboyissaved.谢天谢地，孩子得救了。Thetownissurroundedonthreesidesbymountains.这座小镇三面环山。Doexercises1,2,3onpage14Step5LanguagePoints:1.Nineoutoftenwomenwhowereinterviewedabouttheproductsaidtheylikedit.nineoutoften(=nineinten)十之八九，百分之九十e.g.Nineoutoftenpeoplewillnotagreewithyou.2.AndIlikethewaythefanslookuptothem.lookupto尊敬，敬仰（反义：lookdownon轻视，看不起）e.g.Theyoungshouldlookuptotheold.年轻人应该尊敬老人。3.Americanswillfallinlovewiththisgametoo.fallinlovewith爱上（表示动作，不延续）e.g.Ifellinlovewithheratfirstsight.我对她一见钟情。Shefellinlovewiththehouseassoonasshesawit.[比较]beinlove(with)相爱，喜欢（表示延续状态）e.g.Ifyou’rereallyinlovewithart,youdon’tmindhardwork.Homework:Trytorememberwhathavebeentaughtabove.Doexercises4,5onpage13,andexercises1,2,3onpage91Recordafterteaching:Period6IntegratingSkillsTeachingAims:1.Learnandmasterthefollowing:arm,disappoint,etc2.Trainthestudents'integratingskills.3.LearnaboutthefivebasicelementsinanewsreportTeachingImportantPoints:Trainthestudents'integratingskills.TeachingDifficultPoints:Howtoimprovethestudents'integratingskills.TeachingMethods: Asking-and-answeringactivitytocheckSs’understandingofthetworeports.TeachingAids:theBbTeachingProcedures:Step1Greetthewholeclassasusual.Step2checkhomeworkStep3ReadingandspeakingNowpleasereadthetworeportsonpage15carefullyandcomparethem.Thendiscussthequestionsinpart1andpart2.(giveSSenoughtimetodoit,andletthemexpresstheirideasfreely.)Fivebasicelementsinanewsreport:when,where,who,whatandwhy.Step4LanguagePoints:Braveandstrong,theactiviststalkedtoworkersoutsidethefactory…braveandstrong是形容词作状语，形容词或形容词短语作状语，通常说明主语行为的原因、方式、伴随状况等。e.g.Coldandhungry,hedecidedtostopandhavearest.（表原因）又冷又饿，他决定停下来休息一会儿。Ripe,theorangestastesweet.（表方式）这些橘子熟了，味道甜美。Thepeacefulmeetingendedwhenthecompanysentoutagroupofangrymenarmedwithstickstofightwiththecitizens.armv.t.武装，用武器装备e.g.Therobberwasarmed.那个强盗有武器。Thesoldierswerearmedtoteeth.士兵们武装到牙齿I’msuretheywon’tfeeldisappointed.disappointv.t.使失望disappointingadj.令人失望的disappointedadj.失望的e.g.Thebookdisappointedme.这本书令我失望。Thenewswasreallydisappointing.那个消息真令人感到失望。Areyouverydisappointedaboutlosingthegame?你是不是因为比赛输了而感到很失望?Homework:Trytorememberwhathavebeentaughtinthisperiod.Reviewthisunit.Recordafterteaching: Unit3ArtandarchitectureTeachingGoals:1.Talkaboutartandarchitecture2.Practiseexpressingpreferences3.LearnaboutthePastParticiple(2):usedasObjectComplementTeachingTime:5periodsTheFirstPeriodStep1.Greetingsandwarming-upGreetthestudentsasusual.AsktheSstotalkabouttheirhometownandtheirhouses.Qs:whereareyoufrom,acityorasmalltown?Canyoudescribethebuildingsinyourhometown?Whatkindofbuildingsdoyoulivein,atraditionalhouseoranapartment?Showstudentstwopictures,atallbuildingandatraditionalyard.T:whatcanyouseeinthetwopictures?Whatisthedifferencebetweenthem?(WhentheSsdescribethepictures,remindthestudentstothinkaboutthedifferencesinthetwopictures.Thestudentsmayhavedifferentopinions.Encouragethemtothinkoutreasonsasmanyaspossible.Theymayhaveadiscussion.)Suggestedanswers:BlockofflatsTraditionalhouseModern.Convenient.Theroomsarebig.Everyflathasatoiletandbathroom.Notmuchcontactwiththeirneighbors.Peopleoftenfeellonely.Flatroof.…Old-style.Theroomsaresmall.Sometimesnotoiletorbathroom.Lifeismuchmoreinteresting.Neighborsgetonwellwitheachother.Peoplecangrowflowersintheyard.Theroofissloping.(why?)…Inwhichhousewouldyouprefertolive?Why?S:Ilikelivingin….because….Ipreferliving…I’dratherlive…Thestudentsshouldtellotherstheirreasonstosupporttheirchoices.Forexample,livinginthesmallhousemakesmefeelwarm.Ilikemakingfriendswithmyneighbors.Itlookslikeabigfamily.Encouragethemtoexpresstheirideasfreely.T:Buildingsinthedifferentplacesaredifferent.Sowhatwordsandphrasesdoyouthinkwillbeusefulwhenyouwanttotalkaboutartandarchitecture?Showthestudentssomedifferentkindsofhouses,askthemtodescribethem. Collecttheiranswers.(appearance:high,low,great,Thepalaceswerelargeandbeautiful,andtheyoftenlookedlikesomethingoutofafairytale.；materials:brick,stone,steel,glass,wood…)T:Ifyouwerefreetodesignyourowndreamhouse,whatwouldthathouselooklike?Whatmaterialswouldyouuse?Explainwhyyoumadecertainchoicesaboutyourdreamhouse?Architect:onewhodesignstheconstructionofbuildingsorotherlargestructures.Givethestudentsenoughtimetodiscussthequestion.Collecttheiranswers.Step2SpeakingBooksopen,page18.Askthestudentstolistentothesampledialogueandfollowthetape.Studytheusefulexpressions.Remindthemtolearnthestructurehowtoexpresstheirpreferences.Practice.Askthemtolookatthepicturesandchoosetheitemtheyprefer.Trytoexplainthereasons.Twotasks:Oneistotalkabouttraditionalandclassicalfurniture.Andthesecondtaskischoosingapicturetodecoratetheirroom.T:Inyourdreamhouses,arethereanychairs?(Showsomechairs)whichonedoyoulike?Why?Whentheyanswerthequestion,encouragethemtouseexpressionsinthefollowingtable.Amomentlater,askthemtoactouttheirowndialogue.Sampledialogue:A:whichdoyoulikebetter,classicalchairsormodernchairs?B:Iprefermodernchairs.A:Why?B:Inmyopinion,modernchairsarelighterandmorecolorful.Theyarecomfortable.A:…Step3:PreparationforlisteningT:Youhavealreadydesignedyourowndreamhouse,itistimetobuysomefurniture.Whatkindoffurniturewillyoubuy?Andwhydoyoupreferthem?Haveashortdiscussioninpairs.Youcanintroducenamesoffurniture,suchasheater,air-conditionerandsoon.Step4.Listening.Booksopen,Page18,listeningpart.Itisatalkbetweenayoungmarriedcouple,DannyandAmyandashopassistant..Theywanttobuysomefurniturefortheirnewhouse.Askthestudentstogothoughtheexercisesandmakesurewhattodo.Playthetapetwiceforthestudentstolistenandfinishtheexercisesbythemselves.Theymaychecktheanswersinpairs.Thenplayitathirdtimeforthestudentstochecktheiranswers.Checkthemwiththewholeclassintheend.Step5.Homework1.Decorateyourbedroomandclassroom.Andtalkaboutyourdecoration.2.Findoutaboutthehistoryofartandarchitecture,namesofartistsandarchitects,famousbuildingsandworksofartintheworldasmuchaspossible.Sharetheideaswithothers. Period2&3:ReadingStep1:Pre-reading----Enjoypicturesofbothmodernarchitectureandclassicalarchitecture1.GreetingsT:We’vereallyhadawonderfultouraroundtheworldlasttime,seeingthemarvelousarchitecturehomeandabroad,modernandclassical.Ihopeyouenjoythat…butIwonderifallofyoucanrecognizesomeofthemostfamousarchitecture.2.Brainstormingorguessinggame---Namethepictures:SydneyHouse;theEiffelTower;theTempleofHeaven…Q:Amongallofthesepictures,whichonesaredifferentfromothers?Oryoumaysaywhichonesbelongtomodernarchitecture.SS:…Q:Howdoyouknowwhichonesbelongtomodernarchitecture?What’sthedifferencebetweenmodernarchitectureandclassical(ancient)architecture?SS:…T:Ifyouwanttoknowmoreandtoenjoythebeautyofmodernarchitecture,you’dbetterjoinus,aswearegoingtohaveanewjourney,thejourneytotheworldofmodernarchitecture.Step2:While-reading1.Fast-reading----Findthedifferencebetweenmodernarchitectureandclassicalarchitectureinthetext.Q:what’sthedifferencebetweenmodernarchitectureandclassicalarchitecture?DifferenceModernarchitectureClassicalarchitectureMaterialsSteel,iron,glass…Stone,brick,wood…CharacteristicsHuge;likeboxes;unfriendlyBeautiful,closertonatureQ:Whatkindofmaterialsisused?Whatothermaterialsdoyouknow?Q:What’sthecharacteristic?Howdopeoplefeeltowardsmodernarchitecture?2.Careful-reading----FindouttheinformationaccordingtothekeywordsModernarchitectureCharacteristicsExamplesArchitectsMaterialsTimeQ1:Whenwasmodernisminvented?-----1920sQ2:Howmanyarchitectsarethereinthetext?---AntonioGaudi/WrightQ3:Whereweretheyfrom?----Spanish/AmericanarchitectQ4:WhatdidGaudiwanttobeusedinhisworks?What’sthecharacteristicofhisarchitecture?Howishisarchitecturelike?----Naturalmaterials/likeadream,fulloffantasticcolorsandshapes.Q5:WhatinspiredWright?----JapaneseseashellsQ6:Howmanyexamplesarethereinthetext? ----TheOperaHouse/thenewOlympicStadiumQ7:Howdotheylooklike?----Seashell/nestQ8:Whydowecallthe2008OlympicStadiuminBeijing”theBird’snest”?Q9:Whatdothey(twoarchitects/twoexamples)haveincommon?---Nature3.Listening----Whilelistening,payattentiontothekeypointsinthetext.Para1:“…haveitsownideasofbeautyexpressed”“…findthemdesigned,planned,built…”Para2:“…wentagainstpeople’sfeelingofbeauty”“…wantedtheirbuildingsconstructed…”Para4:“…impressusbecausetheyarehuge…”“…glasswallsthatactasmirrors”Para7:“Despiteusingtraditionalmaterials…”Para8:“Viewedfromthetop,itlooks…”Step3.Post-reading1.Task1:Interview(groupwork)---Situation:supposeafamousmodernarchitect(GaudiorWright)ishere.Whatdoyouwanttoknowaboutmodernarchitectureandhim?---Roles:Gaudi/WrightReporter2.Task2:Design(groupwork)---Designthearchitectureofanewschool.ScientificbuildingTeachingbuildingCanteen/diningroomDormitoryLibraryGymSchool---Reportfourelements:whatkindofmaterialsisused?/Whydoyoudesigninthisway?/Howdothearchitecturelooklike?/What’sthestyle?Step4.Homework1.Exchangedesignswithyourclassmatesandexhibitthem.2.Reportwhatyouhavelearnedaboutmodernarchitecturenexttime. Period4:LanguagestudyStep1Lead—inT:Hello,everybody,yesterdaywehaveseenalotofwonderfulmodernarchitecturesandgottoknowsomefamousarchitects.TodayI’dliketointroduceyouoneofmyfriends.Heisanarchitect.Whocantellmethemeaningof“architect”.(apersonwhodesignsbuildings).Helivedinthishousewhenhewasyoung.Doyouthinkthishousebeautifulornotbeautiful?(notbeautiful)Canyouuseanotherwordtoreplace“notbeautiful”.(ugly).Sowhenhebecameanarchitect,hedesignedsomeprettyhouses.Notlongagohedesignedanewhouseforme.Let’sgoandseemynewhouse.Step2VocabularyT:Welcometomynewhouse.Couldyousaysomethingaboutmynewhome?T:I’mnotalonehere,becauseIhavetwoneighbors.Doyouknowwhoaretheyandwheretheylive?(nest,doghouse)T:Let’slearnsomenewwordsofhouse.(balconyconcretenestbrickroof)Trytorememberthesenewwords,thenfillintheblanks.vanareawithawallorbarsaroundit,joinedtotheoutsidewallofabuilding________________.vAstrongconstructionmaterialwhichisamixtureofstone,andsandandwater_________________vasheltermadebyabirdtoholditseggsandyoung____________vthestructureonthetopofabuildingtokeeptherainout_________Step3WordStudyT:Canyoutellmewhichisthemostancientbuildinginmyyard?(nest)Anestistoabirdwhatahousetoaman.(鸟巢和鸟的关系就和房子和人的关系一样)Wateristofishwhatairistomen.(水和鱼的关系就于空气和人的关系一样)T:Welldone.Thesetwosentenceshavesomethingincommon—theyareusingthesamesentencepattern.Whatisit?→AistoBwhatCistoDT:Verygood.NowIwillshowyoumorepictures,youshouldfindouttherelationshipbetweenthesepictures,andcreatesentencesusingtheabovepattern.uFuristoafoxwhatthe_____istoabanana.u____aretoahousewhatwordsaretoatext.uAnarchitectisto____________whatapainteristoart.uA___istoaboatwhatanengineistoacar.uA____istoafishermanwhatagunistoahunter.uArmsaretothebodywhat_______aretoatree. Step4GrammarT:I’mverygladthatyoulikemynewhome.Ournewschoolisfarawayfromthedowntown,soanewmarketisbuildnearourschool.I’llguideyoutothemarkettoseewhatyoucandothere.showtheSsthepictureandaskthemtodescribeit.--Whatcanyouseeinthemarket?--Let’sseewhatcanwedohere?Giveexamples:Icanhavemyhaircuthere.Icanhavemybikemended.AsktheSstomakesimilarsentences.T:inallthesesentencesweuseasentencepattern—“havesomethingdone”.Nowlet’sseethepairsofsentences,andcompareAandB.A:IcanhavemybikemendedB:Icanhavethecarwaitingforme.A:Ifoundmyselftiedtoatree.B:Ifoundmyselfwalkinginaforest.Watchmoresentencesonpage22.Examineallthesentencescarefully,andfindoutwhenweuse–ingformandwhenweuse–edform.→passivevoice:-edactivevoice:-ingLookatthepictures,canyoufindoutanotherdifferencebetween–ingformand–edform.Let’sdosomeexercises.MatchingwDidyoufindthecitywdone?wWhenwillheevergettheworkwgreatlychanged?wShecan’tmakeherselfwcalled.wNextweekI’llhavemybedroomwunderstood.wYou’vegottokeepthedoorwlocked.wIgotthewatchwrepaired.wSheheardhernamewdecoratedCompletingwIdon’twantanybadwords____(say)abouthimbehindhisback.wPleasegetthework____(do)assoonaspossible.wI’llhavethematerials_____(send)toyounextMondaymorning.wShewon’thaveherlongandbeautifulhair____(cut)short.wYoushouldmakeyourvoice______(hear).wIwantyoutokeepme_________(inform)ofhowthingsaregoingwithyou. wTherentsoundsreasonable.Howwouldyoulikeit________(pay).wAtlastIsucceededinmakingmyself__________(understand).We’llmovetothenewschool,andfourpeoplewillshareoneroom.Therewillbeacompetitionondecoratingyourroom.Themostbeautifulandmostspecialroomwillhethewinner.Nowworkingroupsoffourtodesignyourroom.Fiveminuteslaterthegroupleadersshouldgiveasimplereport.Andpayattentiontouse–edforminyourreport.Herearesomephrasestohelpyou:Step5Homework1.Workbookpage97,exercises1—52.Workbookpage98,exercises1—2Period5:IntegratingskillsStep1.Revision(Talkaboutnewhousedecorationtorevisethegrammar:have…done)---Dearclass,I’mespeciallyhappythesedays,becauseI’vejustboughtanewhouse.It’sverybeautiful.Look,hereitis.Iwanttosharemyhappinesswithyou.Sowouldyouliketohelpmedesignmyhouse?HowshouldIdecoratemyroom?Pleasediscussitandgivemesomeadvice,OK?---Ok,whichgroupwillgivemegoodsuggestions?---Thankyouverymuch!You’regooddesigners.I’lldecoratemyroomaccordingtoyourdesign.Step2.Lead-in(Talkabouthowtodealwiththeoldhouse.)---NowafterIfinisheddecoratingtherooms,Imovedintomynewbeautifulhouse.ButwhatshouldIdotodealwithmyoldhouse?ShouldIpullitdown?No,Idon’twanttodothat.Anywayit’ssolovelyahouse.ShouldIletitstandempty?No,notagoodidea.Iwanttogiveitasecondlife.WhatshallIdo?Pleasediscussagainingroupsandthistimegivemeadviceonhowtodealwiththeoldhouse.---Wow,youhavesomanywonderfulideas!IthinkIliketochangeitintoabeautifulteahouseandIcanrentittosomebodyelsesinceIamtoobusytorunitmyself.AndthusIcangivemyold houseasecondlife.Thankyouverymuch!Wouldyouliketocomeinandhaveacupofteainmyteahousesomeday?Step3.Fastreadingon“Factory798”---Thankyouforyourideastogivemyoldhouseasecondlife.AndthesamestorygoeswithanotheroldfactorywhichisnolongerusedinBeijing.Itisthefamousplacecalled“Factory798”.Hasanybodyeverheardofthat?Ifno,let’sopenourbooksandreadthepassageonPage23.Trytofindout:“WhatisFactory798?”---Whohasfoundouttheanswer?→anoldarmyfactory;anartscentre;Step4.Carefulreading---Nowlet’sgetsomedetailedinformationaboutFactory798.Pleasereadthesecondparagraphofthepassagecarefullyagainandfindout:---WhatwasFactory798like?→hugefactoryhallsofbricks→smallroundwindowsthatremindyouofships→bentroofs→20-foothighwallsofglassMorequestionsonthescreentoguidethereading:1.WhenwasFactory798built?Whodesignedit?Whobuiltit?2.WhyisitverydifferentfromChinesearchitecture?---We’veknownthatFactory798wasbuiltin1950s.Astimewentbyandthingsdeveloped,whathappenedtoitthen?→nolongerused/needed→stoodempty---Whathashappenedtoitnow?→turnedintoanartscenterMorequestions:3.HowdidFactory798turnintoanartscenter?4.WhywasFactory798welcomedbypainters,musicbands,artistsandmusicians?Step5.Listeningandreading---Now,let’slistentothetapeandgetabetterunderstandingofthetext.Pleasefollowthetapeinalowvoiceandpayattentiontothepronunciationofthenewwordsandphraseswhichyou’renot sureof.Atthesametime,pleasetrytofindoutthefollowingnewlanguagepointsinthetextandseehowmuchyoucanunderstandtheminEnglish.1.pulldown2.stand3.with…aid4.remind…of5.setasideStep6.Retelling---Nowit’stimeforyoutoreadthetextbyyourselvesandtrytosummarizethetext.Thatistosay,supposeyouareajournalistfromCCTV9andyou’vejustpaidavisittothefamousFactory798.PleasemakeaTVprogramtointroduceFactory798toourcitizensinyourownwords.I’llgiveyouthreeminutestoreadthroughthetextbyyourselvesandgetpreparedfortheretelling,OK?Step7.Discussion---Inalmosteverycityaroundtheworld,thereareoldbuildingswhicharenolongerused,suchasschools,hospitals,factoriesorevenchurches.Whatdoyouthinkpeopleshoulddowiththem?Why?→Topulldowntheoldbuildingsandsetupnewmodernonestokeepupwiththepaceofthesociety.→Newusesshouldbegiventooldspecialbuildings.It’sagreatwaytosavethearchitecturefromthepast.Step8.Writing.---Sinceweallagreethatgivingtheoldspecialbuildingsnewusesisagreatwaytosavethearchitecturefromthepast,nowit’stimeforyoutohaveapracticeandshowyourability.Youknowourschoolismovingtothenewcampusnowandtheoldcampuswillbeleftemptythen.Supposeyouareyoungpainters,artists,musicians,andyoucanrentsomepartsoftheschoolbuildingtopractice.Howdoyouwanttochangetheschoolbuildings?Whatnewusescanbegiventotheoldschoolbuildings?Pleaseworkingroupsandmakeaplanaboutit.Step9.Homework.1.FinishtheprogramaboutFactory798asaTVreporter.2.Finishyourplanabouthowtoreuseouroldschoolbuildings. Unit4AgardenofpoemsTeachinggoals:1.TalkaboutEnglishpoetry.2.Talkaboutliteratureandpoetry.3.Practiseexpressingintention4.LearnaboutthePastParticiple(3):usedasAdverbialTeachingTime:5periodsPeriod1Warmingup&listeningTeachingAims:1.Talkaboutrhymes,songs,limericksandpoemstoraisethestudents’interestinpoetry.2.Improveingthestudents’listeningability.3.Introducesomepoemstothestudents.Teachingdifficultpoints:1.Toteachthestudentshowtograspthedetailedinformationtofinishthelisteningtask.2.Howtomakeeverystudentsactiveinthislesson.TeachingAids:acomputer;aprojectorTeachingProcedures:(Playthesong“Thecolorofthewind”)StepIGreetingsandLeadin.Justnowwe’veenjoyedasong.Doyoulikeit?Thiskindofsongsbelongtopoetry.Andsodorhymesandlimericks.Rhymesandlimerickscanbeveryinteresting.Solet’senjoythemnow.Doyoulikepoetry?Whyorwhynot?Whatkindofpoems,songsorrhymeshaveyouread?Canyoureciteany?StepIIWarmingup.1)Listenandreadtherhyme Good,better,best!Neverhaveitrest!Tillgoodisbetter!Andbetter,best!2)Listenandreadthelimerick.Peoplelaughandpeoplecry.Somegiveup,somealwaystry.Somesayhiwhilesomesaybye.OthersmayforgetyoubutneverI.Ok.Nowpleaseopenyourbooksandturntopage25.Let’senjoytwomorelimericks.3)Readthelimericksandask“Whatisthepatternofeachpoem?StepIII.Pre-listeningT:Itseemspoemsarereallyinteresting.I’dliketoknowmoreaboutpoetry.ButwherecanIfindacertainpoem?Arepoemsputtogetherincollectionsofpoetry?Maybethesequestionscanhelpus.Whowrotethem?Whataretheyabout?Whenweretheywritten?StepIV.WhilelisteningIncollectionsofpoetry,poemsareputtogetherbecausetheybelongtothesamegroup.Theycanbesortedbydifferentwriters,ortheycanbesortedbyacertaintopicoracertainperiodoftime.1.Listentothetapeandlistthenameofthebooksonpoemsbydifferentwriters.(Suggestedanswers:AGardenofPoems”“1001SongsorPoemsinEnglish”2.ListentothetapeandlistthetheinformationofpoemsbyacertaintopicSuggestedanswers:Thetopiccanbehumanfeelings(humour&love…) “PoetryaboutNature”(flowers,trees,plants&theoldcountryside)“TheEarthisPaintedGreen”3.PoemsbyacertainperiodtimeSuggestedanswers:“EnglishPoemoftheEarly17thCentury”“PoetryBetweentheWorldWars”4.OK,Sincewelearnedsomeaboutpoems.Nowlet’slistentotheareaderandawomanworkinginthelibrary.Firstlistentothetapeandtickthewordsthatareusedbythewoman.Suggestedanswer:poem,collection,theWorldWars,Thecountrysideandnature5.Listentothetapeagainandanswerthefollowingquestions.1)Whatisthedialogueabout?2)WhatkindofbookisAGardenofPoems?3)Whichperiodismeantwhenwesay“betweentheWorldWars”?4)Howshouldyoureadabooksuchas1001SongsandPoemsinEnglish?5)Whichtopicforpoetrydoesthestudentlike?StepV.Post-listening1.T:OK.Whattopicforpoetrydoyoulike?T:SometimesEnglishpoemscanbereadinareallyinterestingway.NowI’dlikeyoutoenjoyoneofthem.ArhymePickanapplePickapearPickabananaoverthere.Let’sworkandlet’splay,Pickingappleseveryday.2.Listenandimitate.StepVI.Listeningontheworkbook.Good.I’mreallyinterestedinpoemsandIwanttoknowwhyourancestorsinventpoetry.Doyou knowthereason.Ifyoudon’tknow,let’slookatthefollowingquestions.1)Beforetheinventionofwriting,wasthereanyotherwaybuttorememberimportantthings?2)Wererhymeandrhythmveryhelpfulwhentheyaretryingtorememberthings?3)Whydidourancestorsinventpoetry?4)Whatisthelisteningtextabout?Listentothetapeandfindouttheanswerstothequestions.Tapedescription:Peopleinventedpoetryastheyhelptorememberthings.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.Peopleearlydiscoveredthatrhymeandrhythmwereveryhelpfulwhentheyaretryingtorememberthings.Sotheymadepoemstohelpthemrememberallthethingstheyneededtoknowandpassedonfromgenerationtogeneration.Forexampletoremembertheirhistory.Theyrecitedgreatstoriesabouttheirancestorsandthewarsthatwerefought.(Collecttheanswersfromthestudents.)T:Yes.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.Andrhymeandrhythmwereveryhelpfulwhenpeoplearetryingtorememberthings.That’swhyourancestorsinventedpoetry.StepVIII.Post-listeningYou’vedoneagoodjobtoday.Let’senjoysomemorepoems.Andyouarerequiredtorecitesomeofthesepoems.Youcanreciteandmanyaspossible.Wewillcheckthenextperiod.1)WomenIfyoukissher,youarenotagentlemanIfyoudon’t,youarenotamanIfyoupraiseher,shethinksyouarelyingIfyoudon’t,youaregoodfornothingIfyouagreetoallherlikes,sheisabusingIfyoudon’t,youarenotunderstanding Ifyoumakeromance,youareanexperiencedmanIfyoudon’t,youarehalfamanIfyouvisithertooopen,shethinksit’sboringIfyoudon’t,sheaccusesyouofdoublecrossingIfyouarewelldressed,shesaysyouareaplayboyIfyoudon’t,youareadullboy….“OLord,tellmewhattodo.AMEN”2)AlwaysHaveaDreamForgetaboutthedayswhenit’sbeencloudy,Butdon’tforgetyourhoursinthesun.Forgetaboutthetimesyou’vebeendefeated,Butdon’tforgetthevictoriesyou’vewon.Forgetaboutthemisfortunesyou’veencountered,Butdon’tforgetthetimesyourluckhasturned.Forgetaboutthedayswhenyou’vebeenlonely,Butdon’tforgetthefriendlysmilesyou’veseen.Forgetabouttheplansthatdidn’tseemtoworkoutright.Butdon’tforgettoalwayshaveadream.Homework.Reciteoneortwopoemsandgetreadyfortomorrow’slesson!Recordafterteaching: Period2SpeakingTeachingaims:1.TalkingaboutpoemstoraisetheSs’interestinpoems.2.MakingdialoguetoimprovetheSs’speakingability.Teachingprocedures:Step1Greeting&Lead-in(Atthebeginningoftheclass,showtheSsapoem----twinkle,twinklelittlestar)T：Justnow,weenjoinedabitinterestingpoem.Howdoyoufeelaboutthepoem?(Ssmayhavedifferentideas).Formyself,Ilikeit.WhenIreadthepoem,itseemsthataclearpictureisshownbeforeme.Inthedarkskyofnight,therearethousandsofstarsthattwinkleinthesky!Sointhisway,poemtellsusaboutnatureandshowsusthebeautyofnature.Nowondertherearemanypoetsexpressingthemselvesbywritingpoems!Step2Warming-upT:Youknowtherearemanypoemsexistingintheworld,andChinahasalonghistoryofpoemsrangingfromLiBai,DuFuintheancienttimestoGuoMonuointhemoderntimes.CanyourecitesomeChinesepoemsinavividway?(WelcomesomeSstoperformandgivesomeclaps;ifpossibleshowthemsomeflashforthepoems)Step3Speaking1.T:ItseemsthatyouhavemasteredChinesepoemswell.1)DoyoualllikethepoemswrittenbyLiBaiorDuFu?2)Whosestyledoyoulikebest?/Whichpoetdoyoulikebest?Sodifferentpeoplemaylikedifferentpoems.Andyou’vealsogainedsomeknowledgeofEnglishpoetrywell,soit’seasyforyoutoexpressyourfeelingsaboutpoems.2.T:Thecirclesbelowgiveyouideasoftopicsforpoems,periodsoftime,groupsornamesofpoetsandhumanfeelingsinpoems.Workingroups.Askeachotherquestionsaboutthekindofpoetryyourclassmatesmightwanttoread.Chooseawordfromeachcircleand explainwhyyouwould/wouldnotliketoreadapoemlikethat.Youcanrepeattheexerciseafewtimes.3.T:Whenyouarepractisingwithyourpartner,doremembertousetheusefulexpressionslistedinyourbook.Step4TalkingT:Awonderfuljob!Youallcanexpressyourselvesfreelyandusetheexpressionsverywell.Yourideasallsoundreasonable.Thoughpoemsarebeautifulandtheycansometimesexploreourinnermotions,yetstillmanyotherpeopledon’tlikethem,fortheythinktheyaretoosensitive.Sosomepeopleareworriedabouttheirdisappearing.T:Readthefollowingpassageanddecidewhetherpoetryisgettingmorepopularorwhetheritisdisappearing.Explainwhyyouthinkso.------Poetryisdead!Therearefewpeoplewhoreadpoetryintheirfreetime.Whocares?However,somepeopledocare.Theythinkitisimportanttostoppoetrydisappearingfromculturelife.Onewaytosavepoetryisbyprovingthatpoetryisaliveandarounduseverywhere.Poetryisnotsomethingforstudentsofliterature:anadvertisementisjustasmuchapoemasaShakespearesonnet(十四行诗).Poetryfestivalcanmakepoetrymorepopular.Atfestivals,poetsandaudiencesgettogethertoreadandlistentopoetry.Thesongtextsofhip-hopandrapmusicareoftenregardedasanewtypeofpoetryofourtime.Longlivepoetry.T:Sohavingreadthisshortpassage,what’syourpointofviewaboutthedestiny(命运)ofthepoetry？T：(GW)Thosewhothinkpoetrywillbemorepopular,pleasesitontheleftsideoftheclass,andyouaresideA;Andthosewhothinkpoetrywilldisappear,pleasesitontherightsideoftheclass,andyouaresideB.Thendiscussthetopicwithyourgroupmembers(4Ssagroup)andlastlet’sshareyourideas.Andthemonitorwillbethejudgetohostthediscussion.T:Monitor,youplease!Youmayopenthediscussionlikethis:I’mhonoredtohostthediscussion. What’sthefutureofthepoetry?Wedon’tknow,butmaybeafterthediscussionwecanhaveaclearunderstandingofpoetry.Nowlet’sopenourearstotheirtalking.SideA,youfirst……(Thenthemonitorcomestohostthediscussion)T:Areallyhotdiscussion.Nomatterhowbadpeople’sattitudestowardspoetry,afterallpoetryisashiningstarintheskyofliterature.Therearestillmanypointsforustoappreciate.Enjoypoems,enjoyyourlife!Step5HomeworkYouknowonewaytostoppoemsfromdisappearingistoprovethatpoetryisaliveandarounduseverywhere.Sotoholdapoetryfestivalisagoodidea.Nowyouareaskedtohelporganizeapoetryfestivalatyourschool.Thefestivalwilltakeplaceontwodaysanditishopedthattheprogrammewillbeinterestingandvaried.Workingroupstodiscussanddecideabouttheprogrammeforthefestival.DiscusswhichformsofpoetryshouldbepartofthefestivalandwhichnotRecordafterteaching:Period3ReadingTeachingGoals:1.Learnaboutpoetsandpoemsofdifferentcountries.2.ThesimilaritiesanddifferencesbetweentheChineseandEnglishpoetsandpoems.3.Improvethestudent’sreadingability.4.Tolearnabouttheadvantagesofreadingpoems. Teachingprocedures:Step1Warming-up1.Checkthehomework.2.AsksomeindividualstorecitesomepoemsinEnglish.Step2Lead-inT:WeknowChinahaslonghistoryandsplendidculture.Ofcourse,inthefieldofpoetry,wehavemanyoftheworld’sgreatestpoets.Canyounamesomefamouspoets?SB&SC:LiBai,DuFu,BaiJuyi,WangWei……T:Goodjob!Thanks.(ShowtheportraitsofLiBai&DuFuonthescreen)Chinesepoets,suchasLiBai&DuFuusetheirgeniustomakethedreamworldofpoetrymorecolorful.HereisapoemwrittenbyLiBai,Ithinkyouarefamiliarwithit.(Showthepoem望庐山瀑布onthescreen)T:Okay,let’sreaditaloudtogether.GreatpoetLiBaiusehisendlessimaginationtodescribethewonderfulsceneryoftheLuShanMountainWaterfall,wecanfeelthepower&magicofthewaterfallthroughthewordsthatLiBaiuse.CanyoureciteanyotherpoemsthatwrittenbyChinesepoets?(Callseveralofthemtorecite)T:Welldone!WehavetakenalookontheartofpoetryandChinesepoetry.Next,we’lltakeajourneytoEnglishpoetry(showthethemepageonthescreen).EnglishpoetryisasinterestingandattractiveasChinese.I’llbetheguidetoshowyouaround.Step3Fast-readingT:Soherewego!OpenyourbooksandturntoP27,lookattheReadingpart,EnglishPoetry.First,Iwantyoutogothroughthetextquicklyandfindtheanswerstothefollowing2questions:Q:1.Whatarethedifferencesbetweenpoetryandotherformsofliterature?2.WhosepoetryremindsChinesereadersofDuFuorLiBai?WhoseofSuDongpo? (Givethem2minutestofindtheanswers)T:Well,let’sdealwiththe2questions.1.①Poetryplayswithsounds,wordsandgrammar.②Poetryisdifficulttowrite,butinterestingtoread.③Poetrycallsupallthecolors,feelings,experiencesandcuriousimagesofadreamworld.2.①WilliamWordsworth,GeorgeGordonByron&JohnKeats②JohnDonneStep4Careful-readingTask1.ThemainideaofeachparagraphCallsomeofthemtogivethemainideaoftheeachparagraph.Para.1Thecharactersofpoetry.Para.2AlookonChinesepoetry.Para.3ThefirstperiodofModernEnglishpoetry.Para.4ModernEnglishpoetryinthe19thcentury.Para.5Whymodernpoetshavespecialattraction?Para.6TheintroductionofEnglishpoetrytoChina.Para.7①ThetranslationofEnglishpoetry.②Therolethatpoemsactas.Task2AtimelineT:Excellent!Hereisataskforyou.Pleasefocusonparagraph3-5andfinishthetimeline(showitonthescreen),whichwillhelpyoutogetamoreclearimpressionofsomegreatpoetsinEnglishhistory.Nowdoit!(After3minutes,checktheanswers)Step4Post-readingTask1T:Let’sturntonextstep.LookatP28,Ex.1,makesuretogettherightchoices.(After2minutes,checktheanswers)Keys:1.A2.C3.B4.D5.CTask2T:Inseveralparagraphs,therearesomewordsinbold;canyoutellwhatdotheyreferto?(Showthe5sentencesonthescreenandcallsomeofthestudentstoanswer)Para.1Thatmakespoetrydifficulttowrite,butveryinterestingtoread.------Poetryplayswithsounds,wordsandgrammar. Para.3Despiteitsshorthistory,thereisalotofgoodpoetryaround.------Englishpoetry’sPara.4Thestyleandatmosphereintheirpoemshasoften…------WilliamWordsworth,Byron,JohnKeatsPara.5Finally,modernpoetshavetheirspecial…inthelanguageandimagestheyuse.------modernpoetsPara.7Theycanhelpustounderstandeachotherbetter,…------poemsandliteratureStep5Further-understandingT:Thislesson,we’velearntmuchofEnglishpoetry,it’sanexcitingexperience.Hereisaquestionforyou:thewritertalksaboutthetranslationofpoemsinthelastparagraph.Thinkthisquestion;Task1Q:Ifapoemistranslatedintoanotherlanguage,isitstillthesamepoem?Whataresomedifferences?A:Somethingofthespiritoftheoriginalworksislost(includingrhythm,rhyme,figuresofspeechofthepoem,etc.).(Tomakethemunderstandwhatthewordspiritmeans,giveaexampleofthecomparisonbetweentheoriginalpoemanditstranslationofthepoem七步诗.)Task2T:ThepoetMuDanwroteashortpoem,“Quietly,weembraceInaworldlitupbywords.”.Q:Canyouuseyourownwordstoexplainit?A:Whenpeoplefromonecountryreadthepoemsfromanother,theywillbestruckbywhatisinsidethepoem,sotheywillunderstandeachotherandbecomegoodfriends.Step6EnjoymentT:Youhaveunderstoodthemagicthatpoetrybrings,that’sgreat!There,wecanuseaimagetodescribethespecialrolethatpoemsandliteratureactas,“Poemsandliteraturecanbebridges.”Canyougiveotherimagestoexpressthesameidea?Who’dliketohaveatry?A:1.PoemsandliteraturecanbetiesthatbringtheEastandtheWesttogether.2.PoemsandliteraturecanbefinewineenjoyedbytheEastandtheWest. T:Wesay,PoemscanbefinewineenjoyedbytheEastandtheWest.ThatmeansnotmatteryouareaEnglishorChinese,youcanfindamusementinpoem.ButhowtoenjoyaEnglishpoem?Weneedtoknowseveralsimpleprinciple,doyouwanttoknowwhatprinciplestheyare?(Yes!)Well,let’sseeaclipofvideo.(Aftertheendofthevideo,showthenextslide)T:WhenenjoyanEnglishpoem,youshould:1.Useyourheartandemotion.2.Imagineyouareexactlyinthedreamworldofthatpoem.Well,howaboutpracticetheshortpoembythebeautifulmusic?(Sure!)IgiveyouamodelfirStep7DiscussionT:It’sreallyamusing!Attheendofthislesson,let’shaveadiscussion.Topic:Arepoemsgoodforourlife?Whatcanwegetfrompoems?(Afterseveralminutes,letthemtoexpresstheiropinion)Suggestedanswers:1.Poemsbringpassion(激情)toourlife.2.Poemshelpustounderstandlife,virtues,beautyandromance…3.Poemsmakeusknow,wearehere,wecanmakeourlifeandtheworldmorecolorful!Step8Homework1.Readthetextagaintogetabetterunderstanding.2.ReadandtranslateseveralgoodEnglishpoems.3.GetsomeinformationaboutfamouspoetsoninternetifpossibleStarrystarrynightpaintyourpaletteblueandgreylookoutonasummer'sdaywitheyesthatknowthedarknessinmysoul.Shadowsonthehillssketchthetreesandthedaffodilscatchthebreezeandthewinterchillsincolorsonthesnowylinenland.AndnowIunderstandwhatyoutriedtosaytomehowyousufferedforyoursanityhowyoutriedtosetthemfree.Theywouldnotlistentheydidnotknowhowperhapsthey'lllistennow.Starrystarrynightflamingflo'rsthatbrightlyblazeswirlingcloudsinviolethazereflectinVincent'seyesofChinablue.Colorschanginghuemorningfieldsofambergrainweatheredfaceslinedinpainaresmoothedbeneaththeartist'slovinghand.AndnowIunderstandwhatyoutriedtosaytomehowyousufferedforyoursanityhowyoutriedtosetthemfree.perhapsthey'lllistennow.Fortheycouldnotloveyoubutstillyourlovewastrueandwhennohopewasleftinsightonthatstarrystarrynight.Youtookyourlifeasloversoftendo;ButIcouldhavetoldyouVincentthisworldwasnevermeantforoneasbeautifulasyou.Starrystarrynightportraitshunginemptyhallsframelessheadsonnamelesswallswitheyesthatwatchtheworldandcan'tforget.Likethestrangerthatyou'vemettheraggedmeninraggedclothesthesilverthornofbloddyroseliecrushedandbrokenonthevirginsnow.AndnowIthinkIknowwhatyoutriedtosaytomehowyousufferedforyoursanityhowyoutriedtosetthemfree.Theywouldnotlistenthey'renotlist'ningstillperhapstheyneverwill.繁星点点的夜晚为你的调色盘涂上灰与蓝你在那夏日向外远眺用你那双能洞悉我灵魂的双眼山丘上的阴影描绘出树木与水仙的轮廓捕捉微风与冬日的冷洌以色彩呈现在雪白的画布上如今我才明白你想对我说的是什么你为自己的清醒承受了多少的苦痛你多么努力的想让它们得到解脱但是人们却拒绝理会那时他们不知道该如何倾听或许他们现在会愿意听繁星点点的夜晚火红的花朵明艳耀眼卷云在紫色的薄霭里飘浮映照在文森湛蓝的瞳孔中色彩变化万千清晨里琥珀色的田野满布风霜的脸孔刻画着痛苦在艺术家充满爱的画笔下得到了抚慰如今我才明白你想对我说的是什么你为自己的清醒承受了多少的苦痛你多么努力的想让它们得到解脱但是人们却拒绝理会那时他们不知道该如何倾听或许他们现在会愿意听因为他们当时无法爱你可是你的爱却依然真实而当你眼中见不到任何希望在那个繁星点点的夜晚你像许多绝望的恋人般结束了自己的生命我多么希望能有机会告诉你，文森这个世界根本配不上像你如此美好的一个人繁星点点的夜晚空旷的大厅里挂着一幅幅画像无框的脸孔倚靠在无名的壁上有着注视人世而无法忘怀的眼睛就像你曾见过的陌生人那些衣着褴褛、境遇堪怜的人就像血红玫瑰上的银刺饱受蹂躏之后静静躺在刚飘落的雪地上如今我想我已明白你想对我说的是什么你为自己的清醒承受了多少的苦痛你多么努力的想让它们得到解脱但是人们却拒绝理会他们依然没有在倾听或许他们永远也不会理解 Period4Languagestudy&GrammarTeachingaims:1.LearnandmasterthePastParticipleusedasadverbial.2.ComparethedifferencesbetweenthePresentParticipleandthePastParticipleusedasadverbial.TeachingProcedures:Step1SongAskthestudentstolistenandlearntosingthesongAnappleaday,Keepsthedoctoraway.Anappleaday,Keepsthedoctoraway.A-P-P-L-E,“apple”Thenaskthestudentstolookatthewordsfromthesong---“day,away”.T:Whatdothesetwowordshaveincommon?S:Theyendwiththesamevowel---/ei/.T:Iftwowordshavethesamesound,includingavowel,wecansaytheyrhyme.Whocangiveussomewordsthatrhyme?S:Horseandmouse,schoolandfool…NowlookatPart2.Pleasereadthemandmatchthewordsthatrhyme.Suggestedanswers:mad-gladtale-failglory-storyrecite-nightcow-ploughshade-afraidisle-smileembrace-baseStep2WordstudyT:PleaseturntoPage29.LookatWordStudy,Part1.Fillintheblankswithwordsinthetext.Haveadiscussionwithyourpartnerandthenwe’llchecktheanswers: Suggestedanswers:1.poem2.absence3.atmosphere4.stories5.poets6.translated(put)Step3GrammarShowthetwosentencesonthescreen.Thepastparticipleusedasadverbial.1.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.2.Nomatterhowwelltranslated,somethingofthespiritoftheoriginalworkislost.T:Lookatthetwosentencesonthescreen,whocantellustheirChinesemeanings.1.一经出版，他的作品就因不押韵而著名。2．即使翻译得再好，一经翻译，原作的一些精华就没有了。Suggestedanswers:1.Onceit(hiswork)waspublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.2.Nomatterhowwellitistranslated,somethingofthespiritoftheoriginalworkislost.T:Fromthesentenceswe’vediscussed,weknowthatifthepastparticipleisusedasadverbial,wecanchangethemintotheadverbialclauses,whichhasthesamemeaning.NowturntoPage30.PleaselookatGrammarPart1.Completeeachsentencebyusingthepastparticipleoftherightverb.Beforedoingthat,whowilltellthemeaningsofthewordsinthebox?Suggestedanswers:1.Frightened2.followed3.examined4.Built5.Seen6.trapped7.shotStep4PracticeShowthesentencesonthescreen.1.Thecastle,burneddownin1943,wasneverbuilt.2.Ifleftaloneonadesertedisland,whatwouldyoudotosurvive?T:Lookatthetwosentencesonthescreen.Eachofthesentenceshasapastparticiple.Haveadiscussionaboutthemanddecidetheirfunctions.Suggestedanswers; 1.Inthefirstsentencethepastparticiplephrase“burneddownin1943”isusedasattribute,modifyingthenoun“castle”.Themeaningofthewholesentenceis:1943年被夷为平地的那座城堡，再也没有重建。2.Inthesecondsentence,“leftaloneonadesertedisland”isusedasadverbial,expressingcondition.Themeaningofthewholesentenceis:“如果你流落到一个荒凉的岛上，为了生存下去，你会怎么办呢？NowlookatPart2anddecidethefunctionofeachpastparticiplephrase.Youcandoitinpairsorgroups.Step5ConsolidationT:LookattheexampleonPage30.Herearetwosentences.Theybothhavethesamemeaningbuttheiradverbialsareexpressedinthedifferentways.StudytheexampleandthenrewritethesentencesonPage31,usingaclausetosubstitutethepastparticiplephrase.Suggestedanswers:1.Whenhewasaskedwhathadhappened,hetoldusaboutit.2.Ashewaswellknownforhisexpertadvice,hereceivedmanyinvitationstogivelectures,3.Ifweweregivenmoretime,wewouldbeabletodotheworkmuchbetter.4.OnceitwastranslatedintoChinese,thebookbecameverypopularamongChineseteenagers.5.Asshewasdeeplyinterestedinmedicine,shedecidedtobecomeadoctor.1.Thoughshewasleftaloneathome,Samdidnotfeelafraidatall.Step6ComparisonShowtwopictures.Askthestudentstomakesentencesusingthepresentparticipleandpastparticipleasadverbial.A.Whencrossingthestreet,youmustbecareful.B.Followedbymanystudents,theteachercamein.T:Welldone,sofarwehavefinishedlearningthepresentandpastparticipleusedasadverbial.Let’shavearevisionandmakeacomparison.1.共同点:现在分词和过去分词在句中不能单独作谓语,但可作定语,表语,宾语补足语,状语. 分词作状语时,其逻辑主语是句子的主语.如:正确:Lookingfromthetopofthehill,wecanseethewholetown..错误:Beinganorphan,thevillagerstakegoodcareofthechild.正确:Seenfromthehill,ourschoollooksmorebeautiful.错误:Seeingfromthehill,ourschoollooksmorebeautiful.2.不同点:现在分词有时态和语态的变化;而过去分词只有一种形式,现在分词常表”主动”和“进行”;过去分词的一般式常表“被动”和“完成”.式语态及物动词make的主动语态及物动词make的被动语态不及物动词rise现在分词一般式makingbeingmaderising完成式havingmadehavingbeenmadehavingrisen过去分词maderisen3.易混淆点:a.分词作伴随状语时,若表”正在被……”的概念,常用过去分词,而不用现在分词的被动式.Followedbysomeofficials,Napoleoninspectedhisarmy.b.现在分词的完成被动式和过去分词两者都可表示“完成”和“被动”,但前者更加强调分词动作明显先于谓语动作;而后者的时间性不强.HavingbeentoldtostayinBeijing,theboydecidednottoreturntohisvillage.HomeworkFinishthewordstudyandgrammarpartontheworkbook.Recordafterteaching: Period5IntegratingskillsTeachingaims:1.Learntoreadpoemsaloudwithexpression.2.Learntoenjoysimplepoemsandinterpretbasicelementsofpoetry.3.Practicelisteningactively4.TogetSsknowthegoodthatpoemsandsongsdotopeople.5.Toappreciatesomesongsandpoemsandenjoythefeelingthatsongsandpoemsbringtoyou.TeachingProcedures:Step1Warming-upReadtheLyricsandsingtothemusic.Emilia-BigBigWorldAfterenjoythesong,asktheSswhatthesongabout?Doyoulikeit?Why?Askthemtocomparesingingsongstoreadingpoems.Step2Pre-readingAfterthepreviousbriefactivityofcomparingsingingsongsandreadingpoems,leadthemtothetitleSongsandPoems.Ask“Arethesongwordsalsoakindofpoemlines?”Theymaythinkofthefactthatinancienttimespoemsweresung.Step3While-readingInvitestudentstolistunfamiliarwordsthattheynoticedinthepassage.e.g.avoid,recite,extraordinaryStep4Post-readingAssessstudentsunderstandingbyaskingtheirafewquestions:1.Whendoesthewritersingsongs?2.Whendidthewriterbegintotouchonpoetry?3.WhendoesthewriterreadKeatsandwhenWordsworth?Step5ExerciseIBrieflyintroduce"DustofSnow"byRobertFrost. 1.ListeningandreadingaloudPlaytherecordingofRobertfrost'sDustofSnowatahighvolumeasthestudentslistenandthenhavethemrepeataftertherecording.Guidethemtoreadwithexpression.2.DiscussionDiscusshowmanycharactersareinvolvedinthepoem.(Thereisnorightorwronganswerhereaslongasthestudentscangiveareasonwhytheywanttoassignaparttoacertaincharacter.)Possibleanswersinclude:Two(acrowandaperson),Four(acrow,aperson,atreeaheart)3.AnalysisGuidethemtonoticetheline"Achangeofmood".Askthemafewquestions1.hismoodhaschanged,fromwhatmoodtowhatmood?2.Whathappenstobringaboutthechange?4.AppreciationBrainstormabouthowstudentsfeelatthebeginningofthepoem.Answersmayvary:TheCrowmayletsomeofthemthinkofbadluck.TheCrowabovethewriter’sheadmayletsomeofthemthinkofalonelyplace.5.PracticeGetstudentstoreadthepoemaloudagainandhavesomeofthemtorecitethepoeminclass.Homework:1.DrawacoupleofcomicstripsaccordingtotheimageryofDustofSnow2.Finishtheworkbookpassage"TheBirthofModernPoetry"byyourself.Recordafterteaching: Unit5TheBritishIslesTeachingGoals:1.TalkabouttheUKandIreland.2.Practiseexpressingagreementanddisagreement.3.LearnaboutNounClauses(1).4.Writeadescriptionofatownandthecountryside.5.Improvestudents’abilityinlistening,speaking,readingandwritingTeachingKeyanddifficultpoints:1.Mastertheexpressionsforagreementanddisagreement.2.Learnandmasterthefollowingwordsandexpressions:words:form,influence,basis,inland,mountainous,narrow,diversity,republic,Wales,mild,union,strength,Welsh,Scofishphrases:standfor,bemadeupof,beunknownto,makethemostof,holdtogether,lieoff,beseparatedfrom,atonepoint,ingeneral,asmuchas,runover,endupwith3.Learnandmasternounclausesasthesubject,theobject,thepredicativeandtheappositiveintroducedby“that”.4.Masterthedifferencesbetweentheappositiveclauseandtheattributiveclause.TeachingApproach:Task-base;student-centered;equipment-aidedLearningApproach:ExplorationStudy;Co-operationTeachingAids:acomputer,acourseware,aprojector,ataperecorderTeachingProcedures:Pre-UnitTask:Task1:ExploringTheBritishIslesBeforeclass,presentstudentsthefollowingsubjectsaboutBritain:geography(includingimportantcities/rivers/namesofcountries),history,language,culture,sportsandarts,architecture,literature,filmfood,famouspeopleandlife.Dividethemintoseveralgroupsandeachchooseonetodosomeexploringstudy.Askthemtodoasfollows:First,surftheinternettofindoutasmuchinformationasyoucanandthensortouttheinformationcollected.Finally,makeCAISandgetaleadertoreporttheresults.Task2:InvestigateYourHometownGetthesamegroupstoinvestigatetheirhometown,byinterviewingexperts,goingtovisitsomeplacesofinterestandgovernmentofficesrelated(eg.Theweatherstation),andcolletinginformation.Thenfillinthechart:NameofmyhometownLocationWeatherPlacesofinterestThelifeofresidentsPopulationorhistory TheFirstPeriodTeachingAims:1.Refreshthestudents’memoryabout‘NewZealand’whichtheylearnedlastterm.2.Remindthemusefulwaysofexpressingdirection3.Developtheabilityatdoingexplorationstudy.TeachingProcedures:Step1Lead-InShowtheclassthemapsofChinaandNewZealand.Havethemtalkaboutthesetwocountries.Teachersays‘AsaChinese,there’snodoubtthateveryonehereknowsChinaverywell.Besides,inlastterm,wehavelearntalotaboutNewZealand.Canyoutellmesomethingaboutthem.Step2.WarmingUpAftertalkingaboutChinaandNewZealand,showsthemthenationalflagoftheUKwhileplayingthenationalanthem‘GodsavetheQueen’T:YouhavereallyknownmuchaboutChinaandNewZealand.Listen!what’sthesong?Look!Whichcountry’nationalflagisit?DoyoualsoknowalotaboutTheUKandIreland?Todaywe'lllearnanewunit--theBritishIsles.Inthelastperiod,ItoldyoutosearchforasmuchinformationaspossibleabouttheUKandIrelandthroughtheInternet.I'msureyou'vegotalot.Nowcantheleadersreportyourexploringstudy?GettheleaderstoreportandaddextrainformationReferencesforteachers:Foodanddishes:roastedbeef,steakkidneypie,Englishfishchip,chickenalaking,sandwichandsoon.Sports.walking,swimming,playingfootball,playingtennis,bicycling,skating,hikingandsoon.Wayoflife:DIY.Theyoftenfixupahouse,planttheirgardens,andmakefurniturebythemselves.Eventheybuildtheirhousesthemselves.Importantcitiesare:London,Liverpool,Manchester,Birmingham,Edinburgh,Dublin,Cardiff,Belfastandsoon.LondonisthebiggestcityandthecapitalofEngland.ItliesontheRiverThames.Londonisalsoaculturalandpoliticalcenter.Inittherearemanyworld-famousplacesofinterest.PlacesofInterest:St.JamesPark,HydePark,BigBen,TowerBridge,theHousesofParliament,BuckinghamPalace.Nationalwestminsterandsoon.Geography:fourparts.TheyareEngland,Wales,ScotlandandNorthernIreland.Therearemanykindsofnaturalresources,suchascoal,iron,oilandnaturalgas.Languages:EnglishistheofficiallanguageintheUK.Itisalsowidelyusedintheworld.Rreligion&beliefs:PeopleintheUKmostlybelieveinChrist.SomeofthembelieveinIslam,andBuddhism.Schools:Twokinds.Oneisprivateschoolandtheotherispublicschool.Schoolingisfreeofchargeinpublicschoolswhileitcostsmuchinprivateones.Therearemanyworld-famousuniversitiesintheUK,like,CambridgeUniversity,OxfordUniversity,LondonUniversityandsoon.Famouspeople:Shakespear/FranscisBacon Step3.ListeningPresentation:Sofar,wehaveknownsomuchabouttheUKandIreland.Imaginethis,todayyouhaveachancetogotostudyinafamousuniversityinIreland—DublinUniversity,experiencingtheschoollife.(ShowsapictureofDublinUniversity)Theteacheristellingusthecourseschedule,includingthetime,coursesandteachers.Playthetapeforthefirsttimeforgeneralideas.Playthetapemanytimesforthemtotickthesentenceswhicharetrue,answerthequestionsinEx.3andfillinthetimetableonP34.Extensions:Asktotalkabouttheirownschoolactivities.Step4.SummaryandHomeworkT:TodaywelearnedsomuchabouttheUKandIreland.We’vealsogettoknowDublinUniversity.Mostofyouhavedonegoodjobs.Afterclass,pleaseexchangeinformationyouhavecollected..Besides,carryoutthetaskoflisteninginWorkbook.Recordafterteaching:TheSecondPeriodSpeakingStep1.Lead-inT：Asfarasweknow,todaypeopleintheworldarepayingmoreattentiontothespiritofteamwork.Wealmostneedtodiscusstogetherwhenwedoeverything.Andmoreandmoreviewsandpointsaretolerated.Bytheway,ifweagreeordisagreetodosomething,whatcanweusetoexpressourselves?(Teacherwritesstudents’answersandsomeotherexpressionsonthescreen.)Usefulexpressions：Don'tyouthinkthat…?Idon'tthinkthat'sright…Idon'tthinkso.Youmustbemistaken…No,youarewrongthinkingthat…I'mafraidyouarewrong…Ibelievethatyou'vegotitright.I'mnotsosureaboutthat…Surelyitmustbe…Yes,youareright,but…Aren'tyouconfusing…?Yes.Iagreewithyou.Step2.MakeupdialoguesAsktheSstousetheseexpressionstomakeupadialogueinpairsinthefollowingsituation:InOctober,theschoolmeetingwillbeheld.Somestudentswhowilltakepartin3000-meter-race thinkthattheyneedsportsshoestorunfasterandthatourclassshouldpaythebillinsteadofthemselvesbecausetheycanmakecontributionstoourclass.Whatdoyouthinkaboutit?Step3.DebateT:NowopenyourbooksatPage34.Gothroughthethreestatementstogether,whiledealingwithsomewordsandphrase(consistof/statements/power/advantage/haveadvantageover)atthesametime.Askthemtosummarizethesestatementsintothreetopics.Thendividetheclassintothreegroupsandeachgroupwilldiscussonetopicanddebatewhichpointofviewisreasonable.GroupTopicsWhy?1IsEnglisheasyordifficulttolearnforChinesepeople?2Canwelearnthegeographymoreeasilybygoingthere?3Whichcountrieshavemorechancestobecomerich,small,bigorislandcountries?(Thenteacherasksthreepairstopresenttheirdialogues.)Sampledialogues:1.A:HowareyougettingonwithyourEnglish?B:Verybadly.Ifinditdifficulttolearn.A:Whydoyouthinkso?B:Asyouknow,wehavetolearnalotofwordsandphrasesbyhearteveryday.Andtherearemanygrammarruleswehavetofollow.A:ButIcan'tcompletelyagreewithyou.Inmyopinion,it'seasytolearn.Aslongaswemasterthebasicgrammarandspeakitasoftenaspossible,wecanlearnitwell.B:Idon'tthinkyouareright.Personally,IthinkwehavefewerchancestospeakEnglish.What'smore,EnglishandChinesehavelittleincommon.A:ButIthinkweshouldfindmorechancestospeak,justaswelearnChinese.Ifyouspeak,readandlistenasmuchaspossible,youcanfinditeasytolearn.B:That'sagoodidea.Thanksforyouradvice.I'lldomybesttostudyitwall.A:I'msurethatyouwill.2.A:Whatareyoudoing?B:I'mreadingthegeographybook.A:Ithinkitisdifficulttolearnifyoucan'tgotothatcountry.B:Idon'tthinkso.Youoftenlookatmapscarefullyandrememberallthenamesofcitiesandprovinces.A:I'mafraidIdon'tagreewithyou.Ithinkthosenamesareveryconfusedandwecanlearniteasilybygoingthere.B:Certainlyvisitingsomeplacesisbetterinlearninggeography.Butwecan'tgotoallplacesoftheworld.That'stooexpensiveandwedon'thaveenoughtime,too.A:Ofcourseyouareright.Nowcomputersareusedinmanyfields.YoucangetasmuchinformationaspossibleaboutthecountriesyouwanttoknowthroughtheInternet.B:That'sagoodidea.I'lltryit.3.A:Hello.CanyoutellmewhicharethecountriesthatmakeuptheGroupofEight?B:Yes.Itconsistsofeightrichestcountriesintheworld.TheyareBritain,France,Germany,Italy,Australia,Japan,AmericaandRussia.Fiveofthemarequitesmallandtwoofthemareislandcountries.A:Doyouthinksmallcountrieshavebetterchancesthanbigonestobecome rich?B:Idon'tthinkso.A:Why?B:Firstsmallcountrieshavefewnaturalresources.They'reveryimportantforacountry.Second,theirlabourforceislimited.Asaresult,thatpreventstheireconomydevelopingfast.A:Ican'tquiteagreewithyou.Infactmanysmallcountriesareveryrich.B:Yes.Thoughsomecountriesaresmall,peopleofthesecountriescangetgoodeducationandmaketheircountriesbecomepowerfulbydevelopingscienceandtechnology.Forexample,Japanhasfewnaturalresources,butitcandevelopitseducationanduseothercountriesresourcesasmanyaspossibletodevelopitseconomy.A:Itmaybetrue.Doislandnationshavemoreadvantagesthanothercountries?B:Certainly.Islandcountrieshavemoreconvenienttrafficandtheyalsohavemoresearesources.A:Iagreewithwhatyousaid.Step4SummaryandHomeworkT:Todaywe'vepracticedspeakingEnglishalot.We'vealsolearntmanyusefulexpressionstoexpressourownopinions.(Pointingtotheblackboardandthescreen.)Afterclass,writeashortparagraphaboutwhatyouhavedebatedinclassandcarryoutthetaskinTalkingPartonP109.TheThird&FourthPeriodTeachinggoals:1.Learnandmasterthefollowingwordsandexpressions:words:form,influence,basis,inland,mountainous,narrow,diversity,republic,Wales,mild,union,strength,Welsh,Scofishphrases:standfor,bemadeupof,beunknownto,makethemostof,holdtogether,lieoff,beseparatedfrom,atonepoint,ingeneral,asmuchas,runover,endupwith2.Furtherdevelopthestudents'readingabilityandreadingskills.3.GetthestudentstoknowmoreabouttheBritishIsles.TeachingProcedures:Step1.Lead-inT:Inthefirstperiod,wetalkedmuchabouttheUKandyouknowalotaboutit.(TeachershowspicturesofBigBen,TheSpeaker’sCornerinHidePark,BuckinghamPalace,TowerBridge,Stonehenge,Shakespear,nationalflagsofScotland,Ireland,WalesandEnglandonthescreenforthemtoenjoyanddescribe.)Step2.Pre-readingT:NowopenyourbooksatPage35.LookatthequestionsinPre-reading(Showsthesequestionsonthescreen)andhaveadiscussionaboutwhatyouknowaboutthese questions.(Afewminuteslater,teacherasksthreestudentstoanswerthem.)Step3.ReadingListeningPractice:Playthetapeforthestudentstolistentogetthegeneralidea.TrueorFalseStatements:ThetowerofLondonisveryfamousinBritain.TheUKismadeupofBritainIslandandIrelandIslandScotlandiswarmerthroughouttheyear.TheEuropeanmainlandhashadagreateffectonthecultureofthepeopleintheBritishIsles.Frenchwasconsideredanoblelanguageinthe12thcenturyinBritainIrelandhasbeenanindependentrepublicsincetheancienttime.TheWelshhavethelanguageoftheirownbesidesEnglish.Choosethebestchoices:1).Accordingtothepassage,whatdoyouknowabouttheIsleMan?ItliesbetweenBritainandIreland.It’srunoverbythekingofUk.ThekingofEnglandisinchargeofit.BothAandC2).HowmanyspokenlanguagesareconsideredasnativelanguageintheBritishIsles?A.2B.8C.1D.63).What’sthemainideaofthetext?A.BritainwasonceinthechargeoftheFrenchmenB.TheUKismadeupof3countries.C.TheauthordeliverssomemoreinformationabouttheBritishIsle.D.It’saboutthehistoryofthecountry.4).Whatcanyouconcludefromthepassage?A.TheUKismadeupof4countriesB.TheBritishIslesliesofthewestcoastofEuropeC.ThecultureoftheUKisamixtureofdifferentcountriesintheworld.D.TheclimateoftheBritishIslesismildwithalotofrain.Answers:DBCA4.SkimmingGettheSstoskimthetexttofindoutthetopicsentenceofeachparagraph.ParagraphMainideaPara1 GeneralideaaboutEnglandPara2 PositionoftheBritishIslesPara3 climatePara4 culturePara5TheinfluenceofFrenchPara6 historyPara7 Languages5.Questionsindetails:(Teachershowsthequestionsonthescreen.)Answerthe questions:1.WhatistheUK?2.What'stheweatherintheBritishIsleslike?WhataboutinScotland?3.HasthecultureofthepeopleintheBritishIslesreceivedmanyinfluences?Fromhere?4.WhydosomanyEnglishwordsenduwiththeFrenchwords5.HowmanycountriesarehereinBritain?WhicharethefirsttwocountriesthatjoinedintheUnitedKingdom?DoestheIrelandIslandbelongtotheUK?6.WhatdopeoplethroughouttheBritishIslesspeaknow?6.Languagepoints:Whiledealingwiththeaboveactivities,it’sgoodtimetoexplainsomeimportantlanguagepoints.Step4.Post-readingActivityTask1:Locatetheplacesinthemap(TeachershowsablankmapofEnglandonthescreen.Askthemtolocatethepositionofsomeplaces.Ex.1onP36)Task2:DiscussionT:Nowyou'veknownmuchinformationaboutEngland.It'sknowntoallofyouthatEnglandisseparatedfromEuropeanmainlandbytheEnglishChannel.Isitpossibletoswimacrossthechannel?Whereisthebestplacetodoso?Howfarisit?Pleasehaveadiscussioningroupsoffour.(Suggestedanswers:It'spossibletoswimacrosstheEnglishchannelthoughitisverydifficult.Nowtherearemanypeopleintheworldwhohaveswumacrossthechannel.LastJuly,ZhangJianinourcountrywasalsosuccessfulindoingso.ThebestplacewheretheyswimacrossthechannelisfromDoverinEnglandtoGalletinFrance.Itis33.8kilometers.…)Step5.SummaryandHomeworkT:Todaywe'vereadapassageandlearntmoreabouttheUnitedKingdomandIreland,especiallyabouttheBritishIsles.Nowweallknowthattheclimatethereismildwithalotofrain.Thereareallkindsofflowersallyearroundandmanytreeseverywhere.Alsotherearemanyculturalrelice,placesofinterestandnaturalparks.DoyouwanttotraveltoEnglandifyouhaveachance?Whereareyougoing?Today'shomework:ImagineyourselftobeanexperiencedguideinBritain.Youhavebeenaskedtoarrangeafour-weektourofBritainforagroupoftourists.Youintroduceyourtravelplan,beginningwith‘Helloeveryone,I’dliketotellyouabout…’andendingupwith‘Ihopethateveryonecanenjoystayinghereandhaveanunforgettabletravelexperience.Thankyouforlistening.’ TheFifthPeriodTeachinggoals:1.ImprovetheabilityofdefiningwordsinEnglish2.Learnandmasternounclausesasthesubject,theobject,thepredicativeandtheappositiveintroducedby“that”.3.Masterthedifferencesbetweentheappositiveclauseandtheattributiveclause.TeachingProceduresStep1.WordStudyT:Inthisunit,we'velearntmanyimportantwords.Nowlookatthewordsonthescreen.Trytothinkoftheirmeanings.Thenfinishtheexerciseonthescreentocheckifyoucanusethemcorrectly.Afterfinishingit,youcancheckyouranswerswithyourpartner.(Teachershowsthefollowingonthescreen.)Completeeachsentencewiththewordsinthebox.View,narrow,kingdom,consist,mild,influence,basis,upper,union,republic1.Agroupoftrade_______leadersmettodiscussquestionsaboutjobsafety.2.TheofficialnameofourcountryisthePeople's________ofChina.3.Moreandmoreyoungpeoplegoabroadtostudywhentheygraduatefromhighschool.What'syour________onit?4.Generallyspeaking,the_______classesdon'thaveaclearideaofthecommonpeople'slives.5.Ourclass________oftwenty-fiveboysandthirty-twogirls.6.Theweatheris________today;itisneitherhotnorcold.7.Thestreetistoo________.Itdoesn'tallowtwocarstopasseachother.8.Becauseofherteacher's_________,shechosetostudyEnglishatcollege.9.Don'tjudgeapersononlyonthe_________ofappearance.(Afterthreeminutes,teachermayasksomestudentstosaytheiranswers.Teachercorrectsthemistakesifanyandgivessomeexplanations.)Step2.Grammar:NounClausesLead-inShowapictureofPierceBrosnan,thecurrent007andhaveafree–talkabouthimtogetherbyaskingandanswering‘Whoisthisman?Whatdoeshedo?What’shisfirstfilm?Whatelsedoyouknowabouthim?’etc.Thenpresentthedescriptiononthescreen:PierceBrosnanwasbornonMay16,1953.Fewpeopleknowthatheisinhisfifties,(OC)becausehelooksmuchyoungerthanhisage.AndalsothatheisIrishisunknowntomanypeople(SC).Hiswifediedofcancerin1991.It’sreportedthathemethispresentwifein1994andmarriedagain(SC).Thefactthathewasofferedthejobas007inGoldenEye(1995)isnotnewtoeveryone(AppositiveClause).Hissecondfilmis“TomorrowNeverdies”.Besideshiscareerinfilms,hehasaproductioncompanywithalong-timefriend.Anotherimportantfactforwhichweshouldshowhimrespectisthathehasraisedalotofmoneytohelpresearchintobreastcancer(PC).GetthestudentstopaymoreattentiontotheunderlinedsentencesandwiththeirhelpexplainthefunctionsofNounClausesrespectively.(Tomakesureeverystudentcanbeclearaboutthis grammarpoints,Chinesecanbeusedinsteadwhileexplaining.3.Drill:TohelpthestudentstohaveafurtherunderstandingofthefunctionsoftheNounClause.(Teachershowsthescreen.)T:Nowlookatsomeothersentencesonthescreenanddecidewhichparttheclausesactas.(OnP39-40)Choosethecorrectpartfromtheboxtomatchwiththesentences.A.subjectB.objectC.predicativeD.appositive1.TheideathatEnglandstandsforFish&Chips,theSpeaker'sCornerandtheTowerofLondonispast.2.ThefactthatthemainlandofGreatBritainismadeupofthreeKingdomsisstillunknowntomanypeople.3.TheresultofsomuchFrenchinfluencewasthattheEnglishlanguageendedupwithmanyFrenchwordssuchastable,animalandage.4.SomepeoplefeelthatWalesisanancientfairyland.5.ThatmostofthesearenowthreatenedandmanydisappearisaseriousmattertothepeopleinBritain.6.Theyrealisethatitisofgreatvaluetorecordandteachthemtotheyoungergeneration.Answers:D2.D3.C4.B5.A6.B4.ComparisonbetweentheAppositiveClauseandtheAttributiveClause(1)Presentation:PresentthreegroupsofsentencesforthestudentstocomparefirstandthenusetheInductiveMethodtointroducethedifferencesbetweenAppositiveClauseandtheAttributiveClause:Intheattributiveclause,“that”isoftenusedassubjectorobjectwhileintheappositiveclause“that”isn'tusedasmembersofthesentence..1).Thenewsthatourteamwonthematchisexciting.2).Thenewsthatheheardjustnowisexciting3).Healwaysmakesapromisethathewillneverkeep4).Healwaysmakesapromisethathewillworkhard5).ThefactthatGreatBritainismadeupofthreecountriesisstillunknown.6).Thestatethatconsistsofthreecountriesisdevelopingveryfast.(2)PracticeT:NowlookatPart2onPage38.Inthispart,therearefourthatclause.Pleaseunderlinetheclausesandidentifythetypeofclauses.knowhowtodothisexercise?(3)PracticeT:LookatPart3.Joineachpairofsentencesusingthatclauseasappositive.Step3.SummaryandHomeworkT：Inthisperiod,we'vedonesomeexercisesaboutsomeimportantwordsandthenounclauses,especiallywepracticetheappositiveclause.Alsowe'veknownthedifferencebetweentheappositiveclauseandtheattributiveclause.Afterclass,youshouldpractisemoretomasterthembetter.PleasedoExx1-2onP112.WhilereadingEx2,trytokeepinyourmindasmuchinformationabouttheboatracebetweenOxfordandCambridgeUniversitiesOK. TheSixthPeriodTeachinggoals:Dosomereadingandwritingtoimprovethestudents'integratingskills.EnjoyatravelpassagewrittenbythefamousEnglishnovelistDanielDefoe.PractisedescribingaplaceStep1RevisionRevisethereading‘TheBritishIsles’byfillingintheblanksinthefollowingpassage,whichcanbeusedasthesummaryofthetext:ItisnotrighttothinkthattheBritishIslesmeanstheUnitedKingdom.theBritishIslesisagroupofislandsthat___________thewestcostofEurope.ThelargestislandiscalledBritain,which________________threekingdoms:______inthenorth,______inthewestand________intheeast.TheislandjustwestofBritainiscalledIreland.IrelandIslandis______________twocountries.__________________isanindependentcountry,whiletheNorthernIreland____________theUK.BetweenBritainandIreland,inthe__________,liesthesmallIsleofMan.TothesoutheastofBritainliethe_______________.TheclimateoftheBritishIslesis_____withalotofrain.ThecultureofthepeopleintheBritishIsleshasreceivedmany_________fromtheEuropeanmainland.IN_____allofGreatBritainandIrelandwas_________bytheFrench.Asaresult,theEnglishlanguage_____________manyFrenchword.TheUKhasalonghistory.EnglandandWalesformedtheunionin_____.Scotlandjoinedlaterin1707.Inmoderntimes,peoplethroughouttheBritishIslesspeakEnglish.Answers:Lieoff;consistsof;Scotland;Wales;England;makeupof;TheRepublicofIreland;belongsto;IrishSea;ChannelIslands.Step2.Reading1.Lead-inTeachershowssomebeautifulpictures.T：Asyousee,throughtheInternet,we'regotmuchinformationaboutEnglishmen,theirculture,food,sports,placesofinterestandsoon.Fromthepassageweread,we'vealsoknownsomethingabouttheBritishIsles,theUnitedKingdomandIreland.Fromthesepictures,weallknowEnglandisagoodplacetotravelto.Evensincetheeighteenthcentury,EnglishmenstartedtodevelopaninteresttotravelaroundtheBritishIslesanddescribethecountryside,thecities,thepeople,theirlifeandculture.Todaywe'llreadapassage.It'saboutDanielDefoe'sexperience.(BriefIntroductiontoDanielDefoe).HevisitedSalisburyinSouthernEngland.Whatdidheseethere？Whatplacesdidhevisit?Let'slistenandreadthepassagetofindthebestanswerstothequestionsbellow.1).Sheeparefed_____.A.inthecenterofSalisburyB.aroundthecityC.inandaroundSalisburyD.onthetopsofhills2).Atravellermaybeinterestedin______.A.thehistoryofthecountryB.thecathedralofSalisburyC.aplaceofinteresthereD.hundredsofthousandsofsheep3).AboutSalisbury,WhichofthefollowingisNOT true?Itlieswhere3riversjointogetherItisinSouthernEnglandItisalargeandfinecitySalisburyisabout3milesawayfromClarendonPark.4).Theauthor’spurposeisto______.A.introduceEnglandtoyouB.tellyouhowmanysheepinEngland.C.adviseyoutomakeatripinEnglandD.introduceSalisburyinsouthernEnglandtoyou.5).Whatcanyouinferfromthepassage?A.Peoplethereliveahappylife.B.SalisburyisamountainouscityC.PeopleinSalisburymainlygrowfruittreesD.Salisburyhasashorthistory.Answers:CCADA(Studentsbegintoreadthepassagesilentlywhilelisteningandteachershowssomequestionsonthescreen.)2.FurtherComprehensionofthetextGetthestudentstoreadthepassagecarefullyagainfordetailsandanswermorequestions:1.WhatdidheseeallroundthecityofSalisbury?2.Whathistoricalrelicswereinterestingtotraveler?Whatisthecathedralfamousfor?3.HowmanyimportantkindsofproduceandtradearethereinthecityofSalisbury?Whatarethey?4.What’sthelifelikeinSalisbury?5.Howwasthelandscapearoundthecity?(Afterafewminutes,teachercollectsthestudents'answersandthenchecksthem.Whileaskingandansweringthequestions,somelanguagepointscanbedealtwithatthesametime.)Step4.LearningofWritingSkillsDividethemintosmallgroupstostudythetextcarefullyandtrytofindout:WhichorderdidDanielDefoedescribethecityofSalisbury?ThelandscapeHistoryWhatwecanThepeople,Thewidernearthecityrelicsaroundseeinthetheirlife,worklandscapethecitycityandculturearoundthecityStep5.WritingT:Nowyou'veknownhowtodescribethelandscape,thepeople,theirliveswhenweseethem.Inourhometown,thereisbeautifullandscape(suchasYandanMountain),richpeopleandmanyculturalrelics.Beforethisunit,Ihaveaskedyoutoinvestigateourhometownandvisitsomegovernmentdepartmentsforinformationtofillinthetable:NameofmyhometownLocationWeatherPlacesofinterestThelifeofresidentsPopulationorhistoryNowpleasedescribeourbeautifulhometownusingtheinformationyouhavecollected.Youcandescribethelandscape,culturalrelics,themostimportantfeaturesofourtown,thepeople,theirlife,tradeandculture.Andalsotellthetouristshowtomakeatriptoourcityeasily.(Teachergivesstudentsenoughtimetodiscussandwriteandthenasksstudentstoreadtheirpassages.)Step6.Summaryand AssignmentT:TodayweenjoyedDanielDefoe’straveltoSalisbury,whichisgoodplacetovisitAndwealsolearnedhowtowriteadescriptivepassageaboutaplace.Afterclass,pleasewritethepassageaboutyourhometowninyourexercisesbooks.Recordafterteaching: Unit6LifeinthefutureTeachingGoals:1.Talkaboutlifeinthefuture2.Practisemakingpredictions3.LearnaboutNounClauses(2).TheFirstPeriodStep1.WarmingupWatchthepicturesonthescreenandtellwhatdoyouthinkthefuturelifewillbelike.1.Communication2.Work3.Businessandmoney4.Thehumanbody5.Language6.Houseandbuildings7.EducationAskstudentstoimaginethefuturelifeinthefieldsabove.Step2.ListeningListentothetapeandanswerquestions.1.Ssfinishthelisteningtaskonpage422.Sslistentothetapeagainandchecktheanswers.GivethestudentssometipsonhowtoimprovelisteningwhilecheckingtheEx.1.makenoteswhilelistening;2.graspthemostimportantinformationStep3.SpeakingTwiceasgoodordoubletrouble?Workinpairsorgroupstodiscuss.Theyearis2089andscientistshavediscoveredhowtomake“double”,exactcopiesofapersonthatcandoeverythingtheoriginalcando.Thestudentsareaskedtodecidewhetherthenewtechnologyshouldbeused.Thefollowingstructuresarehelpfultostudents:Whatwilllifebelikeinthefuture?Howwillpeople….Wherewillpeoplework….Itwouldbewonderfulif…..Itwouldbebadfor….If…….It’spossible/impossibleto…..Noonecanpredictwhat/when…HomeworkFinishoffthehomeworkonWb,warminguppart. TheSecondPeriodStep1.Warmingup1.Brainstorming:Findasmanywordsasthestudentscanfindaboutfuturelives.2.Followingthestepsofthewarming-uponpage41.3.Activity:Discussingroupsaboutthefollowingareasinthefuture:Communication/housing/transportation/education/hospitalStep2.Pre-reading1.Showsomepicturesofhighly-developpedtechnologyusedindailylife.2.groupwork:describethepictures.Step3.While-reading1.Scanning:Ssreadquicklyandanswer:Whatisthepassageabout?2.Ssreadandgetthemainideasofeachparagraph.Step4.After-readingComprehendingbyansweringthefollowingquestions:Whataretheadvantagesoffuturetransportation,smartcard,onlineshoppingande-schools?Whatwillhappeninthefieldofhealthandmedicineinthefuture?Whyisitimportanttobelifelonglearners?Whatshouldwedotomakesurewewillhaveabrightfuture?Step5.Assignment1.surftheinternetandgetmoreinformationaboutthetopic..2.findafewsentencesinthepassagewhichyoulikemost,understandthementirelyandthenexplainthemtoyourdeskmates.Recordafterteaching:TheThirdPeriodStep1.WarmingupAsksomeSstorecitethesentencesthattheyhavelearntlastperiod.Step2.LearningaboutthelanguageTeacherexplainsomelanguagepointsinthetextonpage43--44.1.Whatlifewillbelikeinthefutureisdifficulttopredict.What’s….like?What’stheweatherliketoday?What’sthepicturelike?2.E-commerce,orbusinessdoneontheinternet,isbecomingmoreandmorepopularaspeoplediscovertheadvantagesofonlineshopping.DoneontheInternetThePastParticipleusedasAttributive. 1.Homeworkwillalwaysbehomework,buttheschoolsofthefuturewillprobablybequitedifferentfromwhattheyaretoday.theNounClausehereusedasobjectStep3.Practice1.SsfinishEx1and2onpage45bythemselves.2.checktheanswer.3.TeachergivesSssuggestedanswerandtellthemwhyiftheSshaveanyproblem.Step4.Assignment1.Learntheusefulexpressionsbyheart.2.FinishWb.Ex1–3focusingonvocabularyonpage117--118.Step5.AssignmentFinishWbEx2onpage117TheFourthPeriodStep1.Pre-writing1.SsreadthepassageonP47andgetageneralideaaboutit.2.Explaintheskillsonhowtoorganizeaparagraph.Step2.While-writing1.Sswriteashorte-mailtoane-pal2.Ssexchangetheirwritingandcorrectthemistakes.3.Ssrewritetheletteragain.Step3.After-writingChoosesomesamplesandshowtheminclass.Tipsonwriting:Payattentiontotheformofwritingaletter.Payattentiontothetensewhilewriting.Payattentiontothestructuresofthesentences.Step4.assignmentSsingroup3-5,discussthelifein3044Recordafterteaching: Unit7LivewithdiseaseTeachingGoals:1.TalkaboutdeadlydiseasesandattitudestowardsAIDS,cancers,etc.2.Practisetalkingaboutimaginarysituations.3.Practisesupportingandchallenginganopinion.4.LearntousetheSubjunctiveMood(1):IfIwereyou,…IwishIcould…5.Writeapersonalnarrative.TeachingPlan:SixPeriods1stperiod:Warming-up,Listening(WB)&Talking(Optional)2ndperiod:Speaking3rdperiod:Reading—BornDying4thperiod:IntegratingSkills(SB)5thperiod:LanguageStudy—WordStudy6thperiod:LanguageStudy—GrammarTheFirstPeriodGoals:1.Tofocusontalkingaboutdeadlydiseases(esp.AIDS)aswarmingupandlisteningpractice.Ø2.TolearnsomebasicknowledgeaboutAIDS.Ø3.TohelpstudentsbuildtherightattitudestowardsAIDS.Teachingprocedures:I.Warmingup1.Lead-in1)ShowapictureofAIDSlogotoleadinthesubject—AIDSüAreyoufamiliarwiththisredribbon?üWhat’sitrelatedto? üWhatdoesn’titmean?Doyouknow?(Possibleanswer:RedribbonisrelatedtoAIDS.ItmeansthatweshouldgiveAIDSpatientsloveandcare,understandandsupport.)2)ShowapictureofPuCunxinandotherstarstoshowthatAIDSisaworldwideproblem.üDoyouknowthem?üWhatistheirjobbesidesacting?üIsitjusttheprobleminChina?(Possibleanswer:It’snotjusttheprobleminChina.It’saworldwideproblem.Andbesidessomefamousstars,someordinarypeoplealsoworkveryhardtotellotherstheharmofthisdisease.)2.BrainstormingQ1:WhiletalkingaboutAIDS,whatotherdiseasescanyouthinkof?Individualwork:Letstudentsbrainstormthenamesofdiseases,suchascold,headache,toothache,diarrhoea,cut,coughing,scald,insomnia,heartattack,cancer,AIDS,etc.(Withthedevelopmentofscienceandhi-tech,manydiseasescanbecured.Butfornow,AIDSisstillincurable,soit’sadeadlydisease.)3.HowmuchdoyouknowaboutAIDS?1)Pairwork—questionsfordiscussionüWhat’sthefullnameofAIDS?üCanAIDSbetransmitted?üInwhatwayscanitbetransmitted?üWhatkindsofpeoplearelikelytogetAIDS?üDopeoplewithAIDSlookhealthyatfirst?üIsitsafeordangeroustostayortobefriendswiththem?Why?(Studentsdon’thavetogivetheexactanswers.Thesequestionswillhelpthemthinkaboutthisdisease—AIDS.)2)AIDSQUIZ(individualwork)1)AIDSquiz(p.49)—checkstudents’knowledgeabout AIDS.2)Picturequiz—CantheAIDSvirustransmittedviathefollowingroutes?Summary:MedicalstudiesshowthattheAIDSviruscannotbetransmittedviathefollowingroutes:cups,glasses,toiletseats,swimmingpools,mosquitoes,otherinsectsorgivingblood.Soit’ssafetobefriendswithAIDSpatients.II.Listening(WB)1.Pre-listening:GothroughEX1&2inPart1andguess“WhatdothelettersHIVandAIDSstandfor?”2.While-listening:ListentothetapeandfinishexercisesinPart1&2.(Makegooduseofsomepicturesandaflash“HIV-cycle”inthePowerPoint)3.Post-listening:SupposeyouareapublicistofAIDS,pleasegiveanoralreportaboutittothewholeclass.III.Talking(Optional)Roleplay:Workingroups.ImaginethattheheadmasterofaschoolhasfoundoutthatoneofthestudentshasHIV.Thestudent’sfamilyhaskeptitasecretuntilnowandtheheadmasteronlylearntthetruthlastweek.Hehadcalledameetingtodecidewhattodo.(OpinionscanbebasedontheirknowledgeofAIDSandalsothecharacteristicsoftheroles.)IV.Homework1.PreviewSpeaking(p.50)andfindsomeinformationaboutAIDS,drugs,smokingordrinkingtosupportyouridea.2.Learnthenewwordsofthisunitbyheart. TheSecondPeriodGoals:Ø1.Topractisesupportingandchallenginganopinion.Ø2.Topractiselisteningcomprehension.TeachingProcedures:I.RevisionDoyoustillrememberthislogo?Whatcanyoulearnfromit?Q1:Doyourememberwhatitmeans?Q2:InwhatwaysisAIDStransmitted?II.Speaking1.Pre-speaking1)DoyouagreethatgettingAIDSisapersonalproblem?Whyorwhynot?(Throughthesequestions—ØRaisetheideaofsocialproblemandcometoSpeakingpart.ØIntroducetheusefulexpressionsofsupportingandchallenginganopiniononp.50.Andthroughoutthewholeclass,teachersshouldtrytousetheseexpressionsasmanyaspossibletoraisestudents’awareness.2)Ashasjustbeentalkedabout,AIDSisnotonlyapersonalproblem,butalsoasocialone.Becausewhenwetalkaboutsocialproblems,wemeancrimessuchasdruguse,murder,theftorrobberyandbrokenfamilies.Thesesocialproblemscausesadness,unhappiness,harm,fearandevenwarsintheworldorinsociety.Besides,therearequiteafewothersocialproblems.Canyoutellsome?Canyouuseyourownsentencetodescribeoneofthesesocialproblems?(Possibleanswer:crime,health,homelessness,poverty,gambling,familyviolence,divorce,unemployment)3)InformationinputGivestudentssomeinformationabouthowserioustheseproblemsareandaskthemtotakenotes.Thentheycandecidewhatisthemostserious.(RefertothePowerPointProperexplanationisneeded).ØAboutAIDS1.HowmanyAIDSpatientsallovertheworld?Wherearethey?Andaretheyyoungorold?2.WhatkindsofsocialproblemscanAIDScause?3.HowaboutthesituationinChina?ØAboutdrugs1.Istheuseofdrugssuchasheroin,serious?Whydoyouthinkso?2.Whatshouldwedowithit?ØAboutSmoking1.Nearlyeveryoneknowsthatsmokingisharmfultoourhealth.Butwhydopeoplesmoke?2.Whatkindsofdangercanitcausetoourbody?3.Canyouthinkoftheotherdangersofsmoking?ØAboutdrinking1.Doyourparentsdrink?Doyouthinkdrinkingisgoodornot,oritdepends?Giveyourreasons. 2.Candrinkingcausesomeproblemtoourbody?Whatarethey?3.Willdrinkingcausesomesocialproblems?Givesomeexample.T:Thesefourareallsocialproblems,astheyallwillcausesadness,unhappiness,harm,fearandevenwarsintheworldorinsociety.2.While-speakingIfyouwereanexpertonsocialproblems,whatisthemostseriousproblemtoday,AIDS,drugs,smokingordrinking?RoleplayØGroupoffourØEachactsastheexpertonAIDS,drug,smokinganddrinking.ØUsetheexpressionstosupportyouropinionorchallengingother’sopinions.(p.50)Languageinput(Usefulexpressions)--Repeatittostrengthenstudents’abilityofuseit.SupportinganopinionChallenginganopinionIthinkthat…,because…Perhaps,butwhatif/about…?First,…Haveyouthoughtabout…?Onereasonisthat…Whatmakesyouthinkthat…?Forexample,…Couldyoupleaseexplain…?Ifwe/theywereto…,we/theycould…IfIwereyou,Iwould…III.Post-speakingConclusion—ClassdiscussionQ:Couldthesesocialproblemsbeavoided?Orcouldwegetridofsocialproblemsinmoderntimes?Whatcanwedotodealwiththem?(Socialproblemsarearoundus.Theycan’tdisappearinmodernsociety.Butwecandosomethingoptimisticorpositivetoreducetheharmtheycause.That’swhyweyouthareaskedtogetawayfromAIDS,drugs,etc.That’swhyweyouthshoulddevelopgoodhabits.That’swhymanypeopleincludingfamousstarsarebusywithtellingotherstheharm.Inthisway,wecanstayhealthybothphysicallyandmentally.)Homework1.FinishListening(P.50)exercises2.Readthepassage“FIGHTINGTHEVIRUS:HIV/AIDSINAFRICA”(P127)andfinishthePre-readingexercises(p.51). TheThirdPeriodGoals:Ø1.TolearnmoreknowledgeaboutAIDS.Ø2.TohelpstudentsunderstandtheattitudesandspiritsoflivingwithdiseaseØ3.TolearnsomeusefullanguagepointTeachingProcedures:I.Pre-reading1)Q1:Whatdotheylook?Showthepictureofafatherandhisson.(Thefatherlookscaring,gentleandenergeticandthesongivesusanimpressionofbeinglovelyandcute.TheyappearsohealthythatyouwouldneverguessthattheyarelivinganddyingwithAIDS.)2)Q2:HaveyoueverseenanAIDSpatient?Howdotheylook?ShowthestudentssomepicturesofAIDSpatients.(Ifnothingisdone,thereisnodoubtthatallthepeopleinfectedwithAIDSwillbelikethem,nomatterhowhealthytheyarenow.)3)Q3:Aretheybadpeople?Dotheydeserveit?ShowmorepicturesofpeopleinfectedwithHIVorAIDS.(I’mafraidnot.Likeanyfather,“Jeremyismywholelife.Everydaddreamsofwatchinghiskidgrowupandgraduatefromhighschool.IneverthoughtthatwouldhappenforusbecauseJeremyandIarebothHIVpositive.Butthankstoournewfamilyclinic,webothhaveaccesstothetreatmentsweneed.NowmaybeIwillseeJeremywalkdowntheaislewiththeclassof2017”.[Heregivethestudentsseveralminutestochewanddigestthesewords.]Likeany12-year-oldchild,Xiaohuaisahappygirlwhosmilesalotandlikestotalktoherfriendsafterschool.However,shehaslosthermotherandwillloseherfatherandsheherselfwasborndyingwithAIDS.)4)Q4:Doyouwanttoknowmoreabouttheirlife?OurtextisaboutXiaohua’slife.Whatquestionsdoyouthinkwillbeansweredinthetext?1._______________2._______________3._______________4._______________II.While-reading1)Skimming:Q:What’sXiaohua’sattitudetowardsherdisease?2)Scanning:Q1:InwhatwaysdoesAIDSspread?Q2:Howmanychildrenwereinfectedin2002?3)Summary：1.Xiaohuaisa12-year-oldgirllivinganddyingwithAIDS.(para1)2.WhatisAIDS? (para2)3.HowwasXiaohuainfected?(para3)4.ThousandsofchildrenbecomeinfectedwithHIVeveryday.(para4)5.Xiaohuadevotesmuchofherlefttimetohelpingothers.(para5,6,7)III.Post-reading1)Questions(MuchoftheanswerstothesequestionscanbereferredtothereadingmaterialonP127.)Q1:WhyisAIDSadeadlydisease?(Breakdown/defenceless/treatment/notavailable/incurable)Q2:Whydotheyoungsufferthemost?(Aswithmanydiseases,childrenseemtosufferthemostfromAIDS,mainlybecauseofalackofproperhealthcare,preventionandeducation.Eveniftheythemselvesarenotinfected,thediseasecanruintheirlives.Theymayhavetocareforsickrelativesandareoftenunabletogotoschool.LivingwithaparentorparentswhohaveAIDSispainfulanddifficult.Becausetheparentscannotwork,thechildrenmaynothaveenoughfoodandmusthelptakecareofthefamily.)Q3:Whatdotheysufferfrom?(Notonlythediseaseitselfandinevitabledeath,butalsopeople’snotknowing,misunderstandingandfearofthedisease.)Q4:Whatcanbedonetoimprovethesituation?(Bythegovernment:Byspecialistanddoctors:Byotherpeople:Bythepatientsthemselves:)Q5:AsanAIDSpatient,whatdoesXiaohuado?(notdiscouraged/encourage/visit,support,cheerup/createanetwork,persuade/talktopeople)Q6:Whatareherwishes?(IwishIcouldrememberIfIweretolivelong…Iwishpeoplecould…IfIwereyou…Q7:Howdoyoufindher?Q8:NexttimeifyoumeetanAIDSpatient,willyouregardhimorherasabadanddangerousperson?Whatwouldyoudo?2)Creation²AIDSDayisapproaching,ourschoolisplanningsomethemeactivitiesanditiscollectingideasfromthestudents.²IsitagoodideatoinviteXiaohuatogiveusalecture?IfyouwereXiaohua,whatwouldyousaytous?Pleaseprepareaspeech.IV.Homework1.PreviewIntegratingSkills—DIAGNOSEDWITHCANCER:THEDAYMYLIFEENDED…ANDBEGAN!(p.54)2.Learnthewholetextbyheart. TheForthPeriodGoals:Ø1.Tolearnsomeinformationofcancerandtheattitudetowardsit.Ø2.Towriteapersonalnarrative.TeachingProcedures:I.Pre-readingLifeisnotalwayssmooth,butwithsubmergedrockshereandthere,nowandthen.Whenfacedwithunexpecteddiseasesordisastersorevendeath,whatattitudetochooseisaquestion.Q:Forexample,ifyoufoundoutthatyouhadanincurabledisease,howdoyouthinkyourlifewouldchange?Andhowwouldyouacttowardsthechange?--BorndyingwithAIDS,Xiaohuasays,“Mylifemayhavetobeshort,butthere’snoreasonwhyitcan’tbebeautiful.”--Diagnosedwithcancer,‘I’alsohavesomethingtosaytoyou.Nowlet’sseewhat‘I’willsaytoyou.II.While-readingQuestions:Q1:Howdidcancerchangethewriter’slife?Q2:Comparethewriter’ssituationwiththatofXiaohua.Inwhatwayaretheirexperiencessimilarordifferent?Q3:Dotheirexperiencesstrikeyou?Q4:Whathaveyoulearntfromthem?(Getthestudentstoputemphasisonsomelanguagepoints,especiallyhowthewriterexpresseswhathethinks.e.g.ØIrememberhavinganemptyfeelinginmystomachandthinkingthatmylifewasgoingtoend.ØThereweredayswhenIwishedthatIweredeadsothatIwouldnothavetofeelsosick.)III.WritingLifeislikeamoon,sometimesround,sometimesnot.Wehavehappytimesandalsosadmoments.Ifwedrawatimeline,wewillfinditisnotalwaysstraight.Takemyselfforinstance…StepstofollowStepone:thinkaboutyourpastdays:whatweresomeeventsthatmadeyouveryhappy?Whatmadeyouverysad?Steptwo:drawatimelineofyourlifeandmarkthebesttimes(thehighs)andtheworsttimes(thelows).Stepthree:talkaboutthehappyandsadthingstoyourpartner,withreferencetothetimeline.Stepfour:chooseoneevent,eitherhappyorsad,whichimpressesyoumost.Trytorememberallthedetailsofit,especiallyhowitmadeyoufeel,whatitmadeyouthinkandwhyitisimportantinyourlife.Prepareforwritingitdown.Stepfive:workoutanoutlineofwhatyouaregoingtowrite.Stepsix:readanexample.Stepseven:begintowrite.IV.Homework1.Writeanessayaboutanimportanteventinyourlife. TheFifthPeriodGoals:1.Tolearnaboutsomeantonyms2.TopracticeusingsomeusefulwordsandphrasesinthetextTeachingProcedures:I.Lead-inAskstudentssomequestionsaboutXiaohua.Ononehand,theycanreviewwhattheyhavelearned.Ontheotherhand,teachercanleadthemtothelearningoftheusefulwordsandphrasesinthiswayQ1.DoyoustillrememberXiaohua?Q2.Whathashappenedtoher?Q3.Whatisherattitudetowardsthedisease?(Sheisabravegirl.SheisnotdiscouragedbyAIDS,instead,shetriesherbesttoencourageandhelpotherAIDSpatients.)II.Learnandpracticeusingsomeantonyms1)Askstudentstopayattentiontothetwowordsinboldandexplaintothemtheirmeanings,pointingoutthattheyhaveoppositemeaningsandthiskindofwordsarecalledantonyms.2)Letstudentshaveacompetition.Trytofindtheantonymsofthefollowingwords.Let'sseewhocandoitcorrectlyandquickly.defenceless--defensiveinfectwith--immunetoprotected--unprotectedincurable--curablediscourage--encouragevisible--invisible3)Practiceusingtheseantonymsthroughexercises.(Completethesentencesusingtheantonyms)1.InFebruary2003somepeoplegot____astrangediseaseanddiedwithinamonth.2.Althoughshemetmanydifficulties,Helenwasnot_____.Shecontinuedstrugglingwiththedisease.3.Peoplethinkitaseriouscrimetoattack_______children.4.AIDScanbetransmittedbyhaving______sex.5.Havingfoundoutthatthegirlhasgotadiseasewhichis______andwilldiesoon,theboydecidetohelphertomakethelastdaysofherlifebeautifulandmeaningful.III.Practiceusingsomeusefulwordsandphrasesinthetext.(TranslatethefollowingsentenceswiththehelpofChineseoritalicwords.)1.Thedoctor______(诊断)myillnessasarareskindisease.2.Hehas_______（恢复）fromhisbadcoldandcangoouttomorrow.3.Thediseasemakesherrealizehow_______（宝贵）lifeis.4.Thedoctortoldhimthatthewoundhadbeeninfected,andthatthe___________ （受感染的伤口）becomedeadlyifitisnotproperlytreated.5.Theyarecertaintahtthisvirushasbeentransmittedthroughtheair,yettheyhavenotbeenabletoidentifythe___________（传播的病毒）6.Badnewsmaydiscourageapatient,soitisveryimportantthatdoctorstrytocheerupthe_______________（灰心丧气的病人）7.Firstthedoctortakesabloodsampleandhasittested.Thenhewillusethe________（经过测试的血样）tofindoutifitisaseriousdisease.8.Youcannotdelaythetreatmentanylonger.Youmuststopworkingunlessyouwanttodealwiththerisksof______________.（延误的治疗）IV.Completetheshortsummaryofthetextwiththeproperformsofthefollowingwordsandphrases.breakdowntheimmunesystemleavedefencelessinfectwithlivewithlivelifetothefullestdieofavailabledeadlyalackofonthecontraryAIDSisadiseasethatbreaksdownthebody'simmunesystemandleavesapersondefencelessagainstinfectionsandillnesses.PeoplegetAIDSafterhavingbeeninfectedwithHIV,thevirusthatcausesthedisease.TherearemillionsofpeoplewhodieofAIDSeveryyear.Sofar,thereisnotreatmentavailableforthediseaseandAIDSpatientshavetodealwiththefactthattheymightdieyoung.Unfortunately,adeadlydiseasesuchasAIDSalsofrightensothers.Becauseofalackofknowledgeabouthowitgetstransmitted,peopleoftentreatAIDSpatientsasiftheywerebadordangerous.Xiaohuaisa12-year-oldgirl.ThoughshehasbeenlivingwithAIDSfor12years,sheisnotdiscouragedbythedisease.Onthecontrary,itmakesherrealizehowpreciouslifeisandhowimportantitistolivelifetothefullest.V.Setanewsituation,askingstudentstowritedownashortdialogue.Inthisway,theycanreviewandusethewordsandphrasesgagin.Situation:TwowomenaretalkingwithanAIDSpatient.Writeadialogue,usingyourimaginationaswellastheusefulwordsandexpressionstahthavebeenmentionedabove.VI.Homework1.Previewgrammar2.FinishwordstudyexercisesonSBandWB TheSixthPeriodGoals:Ø1.TolearntheSubjunctiveMoodØ2.TomakestudentsgetfamiliarwiththeSubjunctiveMoodandmasteritbyusingitindifferentsituationsTeachingProcedures:I.Lead-in1)ShowstudentsthepictureofXiaohuaandaskthemtwoquestions:Q1.Youmustbequitefamiliarwiththisgirlnow,right?(Right.SheisaXiaohua,agirlwhohasbeeninfectedwithAIDS.)Q2.HowwassheinfectedwithAIDS?(Shewasinfectedbybirth.)2)Xiaohuawasborndyingandshehasnochoices.Butmanypeoplewhoreallyhavemanychoicesdon’trealizehowpreciouslifeisanddoalotofharmstothemselves.1.Showstudentssomepicturesofpeoplewhosmokealot,drinkalotorevenhavedrugs,pointingoutallthesecanleadtodeadlydisease.2.Basedontheabovetalking,teacherraisethefollowingquestions:Iftheygoondoingthis,whatwouldhappen?IfyouwereXiaohua,whatwouldyouliketotellthem?Ifyouwereadoctor,whatwouldyoudo?Ifyouwereoneofthem,whatwouldyoudo?3.SomepeopledonottakeXiaohuaordoctor'sadvices.Finally,theydie.Iftheyhadnotdrunksomuchwine,hewouldnothavediedatsuchanearlyage.Ifhehad(not)...,hewould(not)have...Askstudentstomakemoresimilarsentences,usingtheSubjunctiveMood.II.MoreSituations1.ThewomaninthepictureisHelen,whohasbeenlivingwithAIDSformanyyears.Nowsheiscelebratingherbirthdaywithherdog.IfyouwereHelen,whatkindofwisheswouldyoumake?2.Itissaidthatafallingstarcanletyourdreamcometrue.Ifyousawafallingstar,whatkindofwisheswouldyoumake?3.Besidesafallingstar,amagiclampcanalsoletyourdreamcomtrue.Ifyouhadamagiclamp,whatwouldyouaskittodoforyou?III.Homework1.FinishallthegrammarexercisesonSBandWB2.Reviewthewholeunit Unit8FirstaidTeachingGoals:1.Talkaboutfirstaidandmedicine2.LearntousetheSubjunctivemood3.PractisetalkingaboutwhatyoushouldandshouldnotdoTeachingTime:6periodsTheFirstPeriodTeachingaim:1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.2.Developstudents’abilityoflistening,speaking&reading.3.Goonlearningthesubjunctivemood.TeachingImportantPoints1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.2.Goonlearningthesubjunctivemood.TeachingDifficultPointGoonlearningthesubjunctivemood.Focus:trainstudents’listeningandspeakingabilityanddeveloptheirimaginationTeachingAids1.acomputer2.amulti-media3.ataperecorderTeachingProceduresI.Preparationforlistening•LookatthepicturesonP58andanswersomequestions.•Whatcanyouseeinthetwopictures?Wherearethey?Whatdoyouthinkhashappenedtotheboyandthegirl?•Readtherequirementsquicklyandfindoutwhattodo.II.ListeningTwopeoplehavejustarrivedatthehospital,eachwithachild.Anurseisaskingthemquestions.1.Listentothetape.Whathappenedtoeachchild?Child1:____________________________Child2:____________________________2.Listentothetapeagainandanswerthequestions.Child1Child2Whendidithappen?Wasanyfirstaidgiven?Ifsowhatwasdone?3.Listentothenurse’squestionsinthefirstdialogueandwritethemdown.•Can_______________?•What’s______________________?•Whatdidyoudo____________________________? •Does__________?III.Post-listeningFinishtheexercise“TrueorFalse”1.Harry’sarmwasbittenbyadogyesterdayevening.2.Hisfathergavesomefirstaidbeforebinginghimtothehospital.3.Thegirldrankabottleofink.4.Ifadogwhichhasadiseasebitesomeone,he/shewilldie.IV.Preparationforspeaking1.Whatthingsathomecanbedangerous?2.Howtopreventusfrombeinginjuredathome?V.Speaking1.Workinpairs.Usethefollowingusefulexpressionstodescribesomepicturesandtelleachotherwhatyoushoulddoandshouldnotdo.Usefulexpressions2.Topics⑴electricity:wire:n.电线,电缆Makesurethatelectricwiresaresafeandthatchildrencan’treachthem.⑵Cooking:Ifapanofoilcatchesfire,turnoffthegasandcoverthepanquickly.⑶Poisons:Don’tpourpoisonsintoothercontainers,forexample,emptybottles.Keepthemonahighshelfoutofthereachofchildren.3.workinpairs.Usethelistsofdosanddon’tsbelowtotelleachotherwhatyoushouldandshouldnotdo.SafetyaroundthehouseDosDon’t’sa.Makesurethatelectricwiresaresafeandthatchildrencan’treachthem.b.Ifapanofoilcatchesfire,turnoffthegasandcoverthepanquickly.c.Makesurethateveryoneinyourfamilyknowshowtocall110and120.d.Learnmoreaboutfirstaid.a.Don’tputpoisonsintoothercontainers,forexampleemptybottles.b.Neverleavesmallthingsababycanputinitsmouthonthefloorortable.c.Don’tplaywithelectricalequipment.d.Neveruseladdersonawetfloor.VI.ConsolidationVII.HomeworkInterviewImagineyouareareporterforthenewspaperChinaDaily.YouaregoingtointerviewMissWangwhowitnessedatrafficaccidentlastweek.Worktogetherwithyourpartner.StudentAwillactasthereporterandstudentBwillactasMissWang.Taketurnsaskingandansweringquestions.Usethequestionsbelowtogetstartedandtrytothinkofmorequestions.1.Whenandwheredidithappen?2.Wasanyfirstaidgiven?Ifsowhatwasdone? 3.CanyougivesomeadvicetotheothersRecordafterTeachingTheSecondPeriodTeachingaim1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.2.Developstudents’abilityoflistening,speaking&reading.3.Goonlearningthesubjunctivemood.TeachingImportantPoints1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.2.Goonlearningthesubjunctivemood.TeachingDifficultPointGoonlearningthesubjunctivemood.Focus:trainstudents’listeningandspeakingabilityanddeveloptheirimaginationTeachingAids1.acomputer2.amulti-media3.ataperecorderTeachingProceduresStep1Brainstorming:1.Whataccidentsdoyouknow?drown,poison,choke,burn/catchfire,falling,electricshock,cut,trafficaccident,animalbite2.Whatwordsdoyouthinkofaboutaccidents?blood/bleed,doctor/hospital,death,unconscious,wound,ambulanceStep2Lead-in1.Whatshouldwedoifanaccidenthappens?Askdoctorsandnursesforhelp2.Beforethedoctorcomes,whatisthemostimportant?Thefirstaid.Step3Newmaterial1.WhatisFirstAid?Firstaidis____________giving___________toapersonbeforeadoctorcanbefound.2.GeneralreadingThemainideaPara1FirstaidisveryimportantPara2Themostimportantthingistostaycalm.Para3-4Theprinciple/meaningofgivingfirstaid-----DRABCPara5ThelearningoffirstaidPara6WhatweshoulddoaftergivingfirstaidrecoverypositionStep4ConsolidationComprehension1.Bysaying“Secondscountinanemergency,”thewritermeans________.A.timeisveryimportantB.youcancountnumbersbythesecond C.timeislifeD.tobecalmdown,inanemergency,justsaynumbersbythesecond2.Whatshouldyoudoifyouwanttodofirstaidcorrectly?A.Learnwithateacher.B.RememberthelettersDRABCC.StaycalmD.Alloftheabove3.Accordingtothepassage,peopleintheaccident_______.A.canbehelpedbyanyonewho’dliketodosoB.shouldbewakenupassoonaspossibleC.shouldbeputintherecoverypositionwhenhavingbeengivenfirstaidD.canbegivenfirstaidevenwithoutcheckingtheDRABC4.Inthepassagetheauthorseemstobe_________.A.explainingthemeaningofthelettersDRABCB.tellingustheimportanceofthefirstaidC.givingsomebasicinformationaboutfirstaidD.showingtheimportanceofDRABC5.Whichofthefollowingsentencesbestexpressesthemainideaofthepassage?A.DRABCshouldberememberedB.RememberingthelettersDRABCisenoughforfirstaidC.WhyfirstaidisimportantandwhatthelettersDRABCstandforinanemergencyD.WhatthelettersDRABCmeanMatchthefollowingwords:calmnotseriousorimportant,smalldrownstill,withoutlargewavesslightdieinwatercirculatereturntoanormalstatesuddengoroundcontinuouslyrecoveryhappening,comingquicklyFillintheblankswithwordsinthetext.1.Thefrontpartofthebodybetweentheneckandthestomachiscalledthe______.2.To______istomakealoud,longandsharpcry.3.Sheshoutedatme,butItriedtokeep_____andignoreher.4.Whenadoctortakesaperson’s_____,heusuallyputshisfingeronthewristtofeeltheheartbeat.5.A_______isalargepieceofwovenmaterialthatpeopleusetostaywarm.Choosethebestanswer:1.WhenapencilispartlyIaglassofwater,itlooksasifit______.(NMET95)A.breaksB.hasbrokenC.werebrokenD.hadbeenbroken2.---IstayedatahotelwhileinNewYork.---Oh,didyou?You______withBarbara.(NMET98)A.couldhavestayedB.couldstayC.wouldstayD.musthavestayed3.Iwasreallyanxiousaboutyou.You______homewithoutaword. A.mustn’tleaveB.shouldn’thaveleftC.couldn’thaveleftD.needn’tleave4.Ifhe______callmetomorrow,Iwouldlethimknow.A.shouldB.shouldnothavebeenableC.werenotableD.arenotable5.______today,hewouldgettherebyFriday.A.WouldheleaveB.WasheleavingC.WerehetoleaveD.Ifheleaves6.Ifyou_____JerryBrownuntilrecently,you’dthinkthephotograghontherightwasstrange.A.shouldn’tcontactB.didn’tcontactC.weren’ttocontactD.hadn’tcontacted7.______heEnglishexaminationIwouldhavegonetotheconcertlastSunday.A.InspiteofB.ButforC.BecauseofD.Asfor8.Theteachersuggestedthatherstudents______experienceswithESP.A.writeacompositiononthereB.towritecompositionabouttheC.wrotesomecompositionsofhisorherD.hadwrittenanycompositionsforhis9.Thepictureexhibitionboredmetodeath.IwishI______toit.A.hadnotgoneB.havenotgoneC.didnotgoD.cannothavegone10.Theteacherrequestedthathisstudents______ontimetoeveryclass.A.hastobeB.wereC.mustbeD.beStep5HomeworkTodaywe’velearnedthefirstaid.Reviewthewholelessonandreadthetextfluently.RecordafterTeachingTheThirdPeriodTeachingaim1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.2.Developstudents’abilityoflistening,speaking&reading.3.Goonlearningthesubjunctivemood.TeachingImportantPoints1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.2.Goonlearningthesubjunctivemood.TeachingDifficultPointGoonlearningthesubjunctivemood.Focus:trainstudents’listeningandspeakingabilityanddeveloptheirimaginationTeachingAids1.acomputer2.amulti-media3.ataperecorder TeachingProceduresStep1Revision1.Whataccidentsdoyouknow?drown,poison,choke,burn/catchfire,falling,electricshock,cut,trafficaccident,animalbite2.Whatwordsdoyouthinkofaboutaccidents?blood/bleed,doctor/hospital,death,unconscious,wound,ambulance3.Whatshouldwedoifanaccidenthappens?Askdoctorsandnursesforhelp4.Beforethedoctorcomes,whatisthemostimportant?Thefirstaid.5.WhatisFirstAid?Firstaidis____________giving___________toapersonbeforeadoctorcanbefound.6.GeneralreadingFindthemainideaofeachparagraphPara.1.A.Themostimportantistostaycalm.Para.2B.Whenwehavetothinkfast,wemustrememberDRABCtogivefirstaid.Para.3-4C.WhenwehavecheckedtheDRABCweshouldgivethefirstaidthatisneededandcallanambulance.Para.5-6D.FirstaidisveryimportantStep2NewmaterialPara11.WhyisFirstAidsoimportant?Ifthey___________(know)moreaboutgivingfirstaid,they_______________(help)them.Thatis______people_________(witness)anaccidentwished.2.Languagepoints①witnessv(1)vt.目击，亲眼看到eg.Hewitnessthetrafficaccident.(2)作证，证明，成为……的证据egHewitnessedtohavingseenthemanentertheroom.witnessnThepolicefoundthewitnesstothemurder.②upsidedown(1).颠倒地，翻到过来Thepicturewashungupsidedown.(2).adv.杂乱地，混乱地，乱七八糟地Thenaughtyboyturnedaroomupsidedown.Everythingintheroomwasturnedupsidedown.③bleed(1)vt.出血，流血了eg.1).Hewasbleedingatthenose.=hisnosewasbleeding.2)Theybledfortheircountry.(2)vt.心痛,感到淌血般的痛苦eg.Myheartbleedsforthepoorchild. bleedfor为……而流血，悲痛bleedsb.White榨干血汗，榨完钱财bleedtodeath出血过多死亡Para21.Whatisthemostimportantthingwhendealingwithanemergency?Themostimportantthingtokeepinmindisthatyou_______(stay)calm.Ifwe___________(panic),we_______(notbe)abletohelp.Step3ConsolidationFillinblanketswithproperwordsaccordingtothetext.Togivefirstaidcorrectly,youcanusetheletters“_______”tohelpyoutorememberthethingsyouneedtodo.Firstweshouldmakesurethatthe_______sceneisnolonger_________.Thenwecanasktheperson______questionstoseeifhe/sheis________andcanbreathe.Wemustmakesuretheperson’s______isopenandit’seasytobreathebygently______theperson’sheadbacksilently.Ifthepersonisnotbreathing,wemusttrytostarthis/her________atoncewithinfiveminutes,orhe/shemaydie.Atlast,wecanlookforcolor,________,andeyemovementtoseeiftheperson’sbloodis_________.Wecanalsoputafingerontheperson’swristornecktocheckhis/her_____.Ifthepersonisbleeding,weshould______thewoundwithacleanpieceof_____and_____onthewoundtostopthebleeding.Step4HomeworkTodaywe’velearnedthefirstaid.Reviewthewholelessonandreadthetextfluently.RecordafterTeachingTheFourthPeriodTeachingaim1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.2.Developstudents’abilityoflistening,speaking&reading.3.Goonlearningthesubjunctivemood.TeachingImportantPoints1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.2.Goonlearningthesubjunctivemood.TeachingDifficultPointGoonlearningthesubjunctivemood.Focus:trainstudents’listeningandspeakingabilityanddeveloptheirimaginationTeachingAids1.acomputer2.amulti-media3.ataperecorderTeachingProceduresI.Revision1.WhatisFirstAidFirstaidis____________giving___________toapersonbeforea doctorcanbefound.2.FindthemainideaofeachparagraphPara.1.A.Themostimportantistostaycalm.Para.2B.Whenwehavetothinkfast,wemustrememberDRABCtogivefirstaid.Para.3-4C.WhenwehavecheckedtheDRABCweshouldgivethefirstaidthatisneededandcallanambulance.Para.5-6D.FirstaidisveryimportantII.NewmaterialsPart11.WhyisFirstAidsoimportant?Ifthey___________(know)moreaboutgivingfirstaid,they_______________(help)them.Thatis______people_________(witness)anaccidentwished.2.Languagepoints①witnessv(1)vt.目击，亲眼看到eg.Hewitnessedthetrafficaccident.(2)作证，证明，成为……的证据egHewitnessedtohavingseenthemanentertheroom.witnessnThepolicefoundthewitnesstothemurder.②upsidedown(1).颠倒地，翻到过来Thepicturewashungupsidedown.(2).adv.杂乱地，混乱地，乱七八糟地Thenaughtyboyturnedaroomupsidedown.Everythingintheroomwasturnedupsidedown.③bleed(1)vt.出血，流血了eg.1).Hewasbleedingatthenose.=Hisnosewasbleeding.2)Theybledfortheircountry.(2)vt.心痛,感到淌血般的痛苦eg.Myheartbleedsforthepoorchild.bleedfor为……而流血，悲痛bleedsb.White榨干血汗，榨完钱财bleedtodeath出血过多死亡Part21.Whatisthemostimportantthingwhendealingwithanemergency?Themostimportantthingtokeep/bearinmindisthatyou_______(stay)calm.Ifwe___________(panic),we_______(notbe)abletohelp.Onthe__________,ifweknowhowto_________,wecansavelives.2.languagepoints①respond(to)Iaskedhim.Buthedidn’trespondtomyquestion.Afteramonthinhospital,shehasn’trespondedtotreatmentyet.Herespondedtothebadguywithablow ②responsen.Hercriesforhelpmetwithnoresponse.Hemade/gavenoresponsetomyquestion.inresponsetoHeopenedthedoorinresponsetoaknock.Whatdothehospitalsrecommend?recommend/adviseTheyrecommendus_______(use)DRABC.Theyrecommendthatwe__________(use)DRABC.Theyrecommend_______(use)DRABCrecommend+n+todorecommendthat…(should)dorecommenddoingHerecommendedagooddictionary___me.=Herecommendedmeagooddictionary.Irecommendher___yoursecretary.Irecommendher____thejob.3.Fillinblanketswithproperwordsaccordingtothetext.Togivefirstaidcorrectly,youcanusetheletters“_______”tohelpyoutorememberthethingsyouneedtodo.Firstweshouldmakesurethatthe_______sceneisnolonger_________.Thenwecanasktheperson______questionstoseeifhe/sheis________andcanbreathe.Wemustmakesuretheperson’s______isopenandit’seasytobreathebygently______theperson’sheadbacksilently.Ifthepersonisnotbreathing,wemusttrytostarthis/her________atoncewithinfiveminutes,orhe/shemaydie.Atlast,wecanlookforcolor,________,andeyemovementtoseeiftheperson’sbloodis_________.Wecanalsoputafingerontheperson’swristornecktocheckhis/her_____.Ifthepersonisbleeding,weshould______thewoundwithacleanpieceof_____and_____onthewoundtostopthebleeding.4.WhatshouldwedowhenwehavecheckedtheDRABC?(correctorder)()1.Bendtheperson’slegsothatheorshewillnotrollover.()2.Rollthepersonontooneside.Keepthelegsstraight.()3.Weshouldgivethefirstaidandcallanambulance.()4.Placethehandoftheperson’supperarmunderhisorherchin.()5.Weshouldputthepersonintherecoveryposition.V.HomeworkRevisethewholelanguagepointsappearedinthepassage.RecordafterTeaching TheFifthPeriodTeachingaim1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.2.Developstudents’abilityoflistening,speaking&reading.3.Goonlearningthesubjunctivemood.TeachingImportantPoints1.Talkaboutlifeintheaccidentandhowtogivetheirfirstaid.2.Goonlearningthesubjunctivemood.TeachingDifficultPointGoonlearningthesubjunctivemood.Focus:trainstudents’listeningandspeakingabilityanddeveloptheirimaginationTeachingAids1.acomputer2.amulti-media3.ataperecorderTeachingProceduresI.Lead-in1.Showsomepicturesofthecar,house,money,jobect.AndaskT:Whatisthemostimportantinourlife?S:Lifeisthemostimportant.T:Lifeisprecious,however,Lifeisalsoweak!2.AskWhatcanmakeourlifeweak?Disaster,disease,accident,warect.II.NewmaterialsCommoninjuries1.Howtogivefirstaidtothefollowingaccident?drowning,trafficaccident,animalbite,burn,cut,electricshock,choking2.TheprincipleofgivingfirstaidDdangerRresponseAairwayBbreathingCcirculation3.Whatotheraccidentshappenindoorsoroutdoors?4.Howtodealwithcommoninjuries?Commoninjuries:animalbite,cut,burn,poisoning5.Whatarecommoninjuries?Commoninjuriesareaccidentsthateasilyhappen______oroutdoors.We_____notbeabletopreventthem________(happen),_______,everyoneshouldknowwhattodoifanaccidenthappens.6.cannot&maynot1.Itispossiblethathedoesnotknowthetruth. =He____notknowthetruth.2.Itisnotpossiblethatheknowsthetruth.=He____notknowthetruth.III.DiscussionTask1Youareadoctor,tellyourclassmateshowtodealwiththese4commoninjuries.CutsPoisoningAnimalbitesburnsWashtheareaofcutDryitCoveritwithapieceofdrycleanclothStopbleedingGotothehospitalatonce.Neverpullitoutofthecut.Yououghtto…Makesure…Gethimorhertobreathe&spitoutpoisonCallforanambulanceSearchforanypoisonCall119firstandtellthemtheexactaddressonthephone.Ifsomeoneisbadlyburnt,weshouldcall120Washthewoundwithcoldrunningwater.SeeadoctorassoonaspossibleCooltheareaofskinWashitunderthecoldtapSeeadoctorifnecessaryCoverthewoundwithbandage/cleanclothTask2What’syourfirstaidIQ?1.Yourfriendhasanasthma(哮喘)attack,butshedoesn’thavehermedicine.You’dbetter:A.Getapaperbagforhertobreatheinto.(B)B.Getheracupofcoffee.C.Takeheroutsideforfreshair.咖啡因对气管扩张有效。2.Youshouldwaitatleastfiveminutesbeforetouchingsomebodywhohasbeenstruckbylightening(闪电),oryoumightgetashock(打击).(A)A.TrueB.False3.Thebestwaytotreatahurtankle(踝关节)isto:(A)A.Putanicepackonyourankle.B.Putaheatingpad(电热垫)aroundyourankle.C.Keeponwalkingandjumping.4.Ifyougetanosebleed(鼻出血),gentlyletyourheadbacktostopthebleeding.(B)A.TrueB.False此举会使血流进喉咙，易造成窒息。5.Totreataburn,you:(B)A.Rub(涂,擦)somebutteronit.B.Holdtheburntpartundercoldrunningwater. C.Putsaltontheburntpart.6.Totreatachoke,youshouldmakehim/herspitbypattinghim/herontheback.(A)A.TrueB.False7.Ifsomeoneishavingaheartattack,youshouldfirst:(A)A.Call120B.PerformCPR(心肺复苏)Assessmentofresults•Allcorrect:Congratulations!Youhaveagoodknowledgeoffirstaid.Maybeyouwillbecomeafirstaidexpertinthenearfuture.•4～6:Youhavesomeknowledgeoffirstaid,butyoushouldworkharderandlearnmoreaboutit.•0～3:Itseemsthatyouarenotinterestedinfirstaid.Ifanemergencyhappenstothepeoplearoundyou,youwillhavesometroubleinhelpingthem.Task3OthercommoninjuriesHowtodealwithnosebleeding•Staycalm.•Breathethroughthemouth,notthenose.•Situpandbendtheheadslightlyforward.•Pinch捏bothnostrils鼻孔shutusingathumbandforefinger.•Spitoutanybloodthatcollectsinthemouth.Foodpoisoning:Makesuretowashthemagainandagainbeforeeating.IVLanguagepoints•injuryn•injurev•injuredadjThattrafficaccident________hislegseriouslylastweek.Sincethen,hehasbeensufferingfromthe________foralongtime.His________lookmadehismotherverysad.V.HomeworkRevisethewholelanguagepointsappearedinthepassage.RecordafterTeaching.按住Ctrl键单击鼠标左打开配套名师教学视频动画播放