人教版高中英语必修三知识点归纳
1. Unit 1 Festivals around theworld
2. Teaching aims ofthis unit
Talk aboutfestivals and celebrations
Talk about theways to express request and thanks
Learn to use Modalverbs
Write a similarstory with a different ending
3. Sentence patterns:
Request:
Could/ Would you please…?
Could I have…?
Could we look at…?
I look forward to…
May I see…?
Thanks:
It’s very kind of you…
Thank you verymuch/ Thanks a lot.
I’d love to.
It was a pleasure…
Don’t mention it.
You are most welcome.
4. Modal verbs:
May might, cancould will would shall should must can
The first period Speaking
Teaching aims:
Vocabulary: take place, lunar, festival, ArmyDay, Christmas, dress up
Phrases: Would you like … Could I have…?
Might I offer help…? May I see…?
You should try…Could we like at…?
Can yousuggest…? We might take…
TeachingProcedures
Step I Leading in
T: Hello,everybody! Welcome back to school! Did you have a good time in your winterholidays?
Ss. Yes. Ofcourse!
T: When did youfeel most happy and excited?
Ss: At the SpringFestival.
T: Who can tell uswhy? Any volunteers?
S1: Because it isthe most important festival in our country.
S2: Because I gota lot of lucky money from my parents.
S3: Because Ineedn’t study at festivals and there was a lot of delicious food to eat. Howgreat.
S4: Because I metmy cousins and friends who I hadn’t seen for a long time.
T. Very food! I amglad to hear that. Today we will talk about festivals, which are meant tocelebrate important events. Please think about some other festivals. Can youname just a few?
Ss: New year, Yuanxiao festival…
:T: Quite right.That’s called the Lantern’s Festival.How about some other festivals?
Ss: The Army Day,International Labour’s Day, National Day, Tomb Sweeping Festival, Dragon BoatFestival, Mid-autumn Day…
T: You have done agood job, boys and girls! .
Step ⅡWarming –up
Festivals aremeant to celebrate important events. Different countries have differentfestivals. Work in groups and lost five Chinese festivals that you know.Discuss when they take place, what they celebrate and one thing that people doat that time. The first one is given to you as an example.
Festivals | Time of year/date | What does it celebrate | What do people do |
Mid-Autumn Festival | Autumn/Fall | The beauty of the full moon, harvest, time with family and friends | Give/Eat mooncakes and watch the full moon with family and friends |
Step Ⅲ Pre- reading
Discuss in groups of four
1. What’s yourfavourite holiday of the year? Why?
2. What festivals orcelebrations do you enjoy in your city or town? Do you like spending festivalswith your family or with friends? What part of a festival do you likebest---the music, the things to see, the visits or the food?
Step ⅣAssignment
1. Consolidation
2. Listening to thematerial again after class to be familiar with it.
3. Homework: Collectas much information about festivals as possible.
The second period Reading
Teaching Aims
1.Vocabulary:starve, starvation, plenty, satisfy ancestor lamps lead feast bone origin inmemory of dress up trick poet arrival national gain independence gather agricultural European custom awards watermelonhandsome rooster admire look forward to religious as though have fun with daily
2.To enable thestudents to know the earliest festivals with reasons for them and four
different kinds offestivals that occur in most parts of the world
3.To enable thestudents to master some English expressions and phrases about festivals.
4. Teach the basicreading skills: skimming and scanning.
5. Try to compare andmake conclusion s of different festivals.
Step ⅠRevision
1. Greetings.
2. Review the newwords of this part.
3. Check thestudents’ homework---festivals
Step ⅡReading
1.Scanning
T: Open your booksand turn to page one. I’d like you to do the scanning. Read the text quicklyand accurately to get the main idea and answer the 6 questions on Page3.
( Ask the studentto look through the questions and then read the text silently.)
( Four minuteslater, check the answers with the whole class. Show the suggested answers onthe screen.)
2.Intensivereading
( Allow the students to read aloud andcarefully this time to understand the main ideas of each paragraph and theimportant details)
T: Read the textloudly for a second time and them try to tell if these sentences are True orFalse.
1. The ancient people needn’t worry about their food. ( F ) |
2.Halloween used to be a festival intended to honor the dead. ( T ) |
3.Qu Yuan was a great poet who people honor a lot in China. ( T ) |
4.Mid-autumn Festival is held to celebrate the end ot autumn( F ) |
5.Easter celebrates the birth of Jesus. ( F ) |
3.Reading anddiscussion
T: Read the text a third time and then workimpairs to do Exercise 2 on Page 3.
( Let the studentshave enough time to read the passage carefully and discuss the chart with theirpartners. Encourage them to expand their answers according to their ownexperiences.)
4.Explanation
(In this part tryto help the students analyse the difficult, long and complex sentences andguess the meaning of the new words; ask them to deal with the language pointsin the context.)
T: Now I willdiscuss some important sentences and phrases in the passage.
a. Some festivals areheld to honor the dead, or satisfy and please the ancestors, who could returneither to help or to do harm.
b. In memory of
c. In India there isa national festival on October 2 to honor Mahatma Gandhi, the leader who helpedgain India’s independence from Britain.
d. People aregrateful because their food is gathered for the winter, and because a season ofagricultural work is over.
e. The most energeticand important festivals are the ones that look forward to the end of winter andto the coming of spring.
f. The country iscovered with cherry flowers so that it looks as though it might be covered withpink snow.
The suggestedexplanation:
a. An attributiveclause.
The sentence meanspeople hold some festivals either to show respect to the dead or to make theirancestors happy in case they might come back to do harm.
b. in memory of …serving to recall sb, to keep him fresh in people’ minds.
He wrote a poem inmemory of his dearest wife, who died in an accident.
in honor of ( showing great respect or high publicregard)
in hopes/the hopeof (hoping)
in defence of (defending)
c. a noun phrasefollowed by an attributive clause as the appositive
d. two clauses forreason
e. energy→energetic adj. ( full of or done withenergy)
look forward to (to is a preposition here.)
devote to, be/getused to, get down to , stick to
e.g. I’m lookingforward to hearing from you.
Step Ⅲ Listening
T: Now I will playthe tape for you. You can just listen with your books closed or look at yourbooks or read in a low voice together with the tape. It’s up to you. Afterlistening, please write down three things that most festivals seem to have incommon.( Comprehending Ex.3 on Page 3).
The third period Learning about language
Teaching aims:
1. Let the studentsknow the usage of modal verbs.
2. Enable thestudents to recognize the words and expressions in the reading passageaccording to what mean the same as them.
Step Ⅰ Greeting and Revision
( Ask some students to retell the text welearned .)
StepⅡ. Practicing the useful words andexpressions
T: As we know,there are two important kinds of verbs---transitive verbs and intransitiveverbs. But many intransitive verbs have the structure “verb+preposition+objects” Can you give me some examples?
Ss: Sure. Such aslook at the picture, hear from my friends, listen to the radio and so on.
T: Ok. Now turn topage 4, Ex. 4. You are to make some sentences of your own, using the wordsgiven.
S1. I’m lookingforward to hearing form my friend
S2: We are talkingabout verbs.
S3: Would you liketo talk with me?
S4: Who can thinkof an effective solution to the problem?
S5: Please thinkabout my proposal.
Step Ⅲ Useful Structures
T: Let’s come tothe next part. This part is about modal verbs. You are to read the sentences inEx. 1 and then to find out and write down different sentences with modal verbsform the reading passage and try to explain their meanings. If you have anydifficulty in understanding them you can refer to Grammar in Pages 92---94
Step Ⅳ Summing up and home work
T: Boys and girls,today we have practiced useful words and phrases of this unit and the usage ofmodal verbs. I think it is not easy for you to master them, after class youshould review them.
Homework
1. Practice ofWBP42EX.1,2,3.
2. Please find out10sentences with modal verbs, and try to get their meanings.
The fourthperiod Listening
Teaching aims:
1. Vocabulary: gowith, the big bands, musicians, over and over again, for sale, get used to, thewinners of this year’s awards for the best costumes
2. Enable thestudents to know how to get the key words to understand the conversation aboutthe carnival parade, to talk about sth happened and express request and thanks.
Step Ⅰ Revision
After checking theWB Ex. 1,2,3 the teacher ask the students to give examples about modal verbsand try to explain them.
Step Ⅱ Warming up
T: By the way,what’s the topic of this unit?
Ss: Festivalsaround the world.
T: Would you liketo know something more about festivals around the world?
Ss: Of course.
T: Now I will showyou several pictures. What’s the festival called?
Ss: Carnival.
T: Yes. This classwe will listen to a dialogue about carnivals. First look through the fourquestions in listening part to find out the listening points.
Step Ⅲ Listening
T: I will play thetape for you twice. Please listen carefully and pay much attention to theimportant points. For the first time you are to make notes beside thequestions. For the second time, you should write down the answers and thencheck them with your partners.
( It’s importantto encourage the students to adapt their present knowledge any
skill to a varietyof situations wherever they can. Make sure to allow various
expressions of theanswers. Do not demand the same words form all students.)
Step Ⅳ Speaking
This part is intended to give the studentsthe opportunity to practice a telephone conversation using the functional itemsfor requests and thanks. The polite form of English are important and should bepracticed in a variety of situations.
Step Ⅴ Listening task
T: There are about10 minutes left. Let’s come to listening task. Turn to page 43
and look at thepictures. They have something in common. Can you find it out?
Ss: They are allabout festivals bout the dead.
T: That’s right. Iwill play the tape for you. For the first time you should try to
write down thename of the country where the festival are held. For the next two times youshould do Ex2. You can make a brief note first and then complete the chart,according to which you can make a report.
The fifth periodExtensive reading
Teaching aims:
1. Vocabulary:heart-broken, turn up, keep one’s word, hold one’s breath, drown one’s sadnessin coffee, set off for, remind somebody of something,
2. Learn to comparethe festivals in China and in western countries.
Step ⅠRevision
Check homework
Step ⅡReading (1)
T: As we know,there are all kinds of festivals around the world. We have talked about twoChinese festivals for the dead. Today we are going ti read a sad story, whichis to introduce a cross cultural view of lovers’ festival—Qi Qiao andValentine’s Day. Now please read it quickly and find out the sentence below aretrue or false.
The girl Li Fang loved and waited but she didn’t turn up. But he didn’t lose heart.(F….) |
Because her most lovely daughter got married to a human secretly, the Goddess got very angry. .(…T.) |
Zhinv was made to return to Heaven without her husband. They were allowed to meet once a year on the seventh day of the tenth lunar month, .(F….) |
Hu Jin had been waiting for Li Fang for a long time with a gift for him. .(…T.) |
T: I think youhave got the general idea of the passage. Now please read the passage once moreand answer the questions on Page 8.
Some languagepoints:
1. turn up: appear |
2.keep her word: keep her promise |
3.hold his breath: wait without much hope |
4.drown one’s sadness/sorrow in coffee: drink coffee in order to forget the sadness/ sorrow |
5.remind sb of sth: make sb think of sth |
Step Ⅲ Discussion and writing
T: That’s for thereading part of the passage. Please think about the ending of the story. Areyou satisfied with the ending? Different people have different opinions to amatter. Now any one of you have an opportunity to make up an ending to thestory. Please engage imaginatively in the story and use your own ideas. Try touse the vocabulary and structures you have learned of you like.
Step Ⅳ Reading(2)
T: Let’s come toanother passage about carnival in Quebec. Please turn to Page 44, read itquickly and answer the questions in Page 45. Five minutes for you.
Added material:
Thanksgiving Day
Fourth Thursday inNovember is celebrated as ‘Thanksgiving Day’ People thank God for hisblessings. People can ‘Thank’ friends, foes and anyone for the experiences,happiness and sunshine they bring into their lives. Pilgrims celebrated thefirst Thanksgiving Day in America during the second winter in the new world.The first winter had been bad as nearly half of the people had perished due tolack of food and bad weather. But the following year, with the help of Indianswho showed them how to plant Indian corn, the pilgrims had successful harvest.Governor William Bradford decided that December 13, 1621 be set aside forfeasting and prayer. The Indians were invited to share the festival. Sincethan, Thanksgiving Day is been celebrated in America. However, it was only in1941, the Congress in a joint resolution named the fourth Sunday in November asthe official Thanksgiving Day.
Dating back, it isknown that the Council thought to appoint and set apart the 29th day of June,as a day of Solemn Thanksgiving and praise to God for his Goodness and Favour.The First Thanksgiving Proclamation was however on June 20, 1676. The governingcouncil of Charlestown, Massachusetts, held a meeting to determine how best toexpress thanks for the good fortune that had seen their community securelyestablished. By unanimous vote they instructed Edward Rawson, the clerk, toproclaim June 29 as a day of thanksgiving, It is also known that the Pilgrimsset ground at Plymouth Rock on December 11, 1620. Their first winter wasdevastating. At the beginning of the following fall, they had lost 46 of theoriginal 102 who sailed on the Mayflower. But the harvest of 1621 was abountiful one. And the remaining colonists decided to celebrate with a feast --including 91 Indians who had helped the Pilgrims survive their first year. Itis believed that the Pilgrims would not have made it through the year withoutthe help of the natives The feast was more of a traditional English harvestfestival than a true "thanksgiving" observance. It lasted three days.
Thanksgiving, aswe know it today, has come a long way from the Pilgrim's harvest festival in1621. It is an event that seems, as each year goes by, to reinvent itself andto expand its meaning to larger vistas. Maybe this is the real significance ofthe occasion; for as we continue to change and grow as a people, there are anincreasing number of things for which we can be thankful.
Halloween
The ancient Druids督伊德教(古代高卢人与不列颠人的一种宗教)的教徒 who inhabitedwhat we now call Great Britain placed great importance on the passing of oneseason to the next, holding "Fire Festivals" which were celebratedfor three days (two days on either side of the day itself). One of thesefestivals was called Samhain (pronounced Sha-Von) and it took place on October31 through to November 1. During this period, it was believed that theboundaries between our world and the world of the dead were weakened, allowingspirits of the recently dead to cross over and possess the living. In order tomake themselves and their homes less inviting to these wayward spirits, theancient Celts（凯尔特人）would douse （插入水中, 把弄熄, 弄湿）all their fires.There was also a secondary purpose to this, after extinguishing all theirfires, they would re-light them from a common source, the Druidic fire that waskept burning at Usinach, in the Middle of Ireland.
Samhain wasconsidered to be a gateway not only from the land of the dead to the land ofthe living, but also between Summer and Fall/Winter. For the Druids, this wasthe last gasp （喘息, 气喘）of summer (it wasalso the Celtic New Year), so therefore they made sure it went out with a bangbefore they had to button down （把...弄清楚）for the winterahead.
They would dressup in bizarre costumes and parade through their villages causing destruction inorder to scare off any recently departed souls who might be prowling （巡游）for bodies toinhabit, in addition to burning animals and other offerings to the Druidicdeities（神, 神性）. It is also apopular belief that they would burn people who they believed to be possessed,but this has largely been debunked （揭穿, 拆穿假面具, 暴露）as myth.
This tradition waslater brought to the North American continent by Irish immigrants who wereescaping the Potato Famine in their homeland. In addition to the festivalitself, the immigrants brought several customs with them, including one of thesymbols most commonly associated with Halloween -- the Jack 'O Lantern.
According to Irishfolklore, there once lived a man named Jack who was known for being a drunk anda prankster（顽皮的人, 爱开玩笑的人）. One night Jacktricked the devil into climbing a tree, and quickly carved an image of a crosson the trunk, trapping the devil. Jack then made him promise that, in exchangefor letting him out of the tree, the Devil would never tempt him to sin again.He reluctantly agreed, but was able to exact his revenge upon Jack's death.Because of his mischievous ways in life, Jack was barred from entering heavenand because of his earlier trick, he was also barred from hell. So he wasdoomed to wander the earth until the end of time, with only a single ember（灰烬, 余烬） (carried in ahollowed out turnip.[植]芜箐, 芜箐甘蓝) to warm him andlight his way.
In Ireland, they originally also usedturnips for their "Jack Lanterns", but upon arriving in the newworld, they discovered that pumpkins were abundant and easier to carve out.
Easter
On Good Friday,Jesus Christ was executed by crucifixion. His body was taken down from thecross, and buried in a cave. The tomb was guarded and an enormous stone was putover the entrance, so that no-one could steal the body. On the followingSunday, some women visited the grave and found that the stone had been moved,and that the tomb was empty. Jesus himself was seen that day, and for daysafterwards by many people. His followers realised that God had raised Jesusfrom the dead.
HotCross Buns
Hot Cross buns are still made all overEngland around Easter time. At one time, buns with a cross on them were madeall through Lent. They were banned by Oliver Cromwell and brought back again atthe time of the Restoration. For a time they were only available on Good Fridaybut now they can be bought during the month leading up to Easter. Whole mealhot cross buns are becoming more popular each year.
The Easter Egg
As with the EasterBunny and the holiday itself, the Easter Egg predates the Christian holiday ofEaster. The exchange of eggs in the springtime is a custom that was centuriesold when Easter was first celebrated by Christians.
From the earliesttimes, the egg was a symbol of rebirth in most cultures. Eggs were often wrappedin gold leaf or, if you were a peasant, colored brightly by boiling them withthe leaves or petals of certain flowers.
Today, childrenhunt colored eggs and place them in Easter baskets along with the modernversion of real Easter eggs -- those made of plastic or chocolate candy.
O-bon Festival
Bon Dance
During o-bon, bonodori (folk dances) are held all over Japan. The kind of dance varies from areato area. People wearing yukata (summer kimono) go to the neighborhood shrine,temple, or park and dance around a yagura (stage) set up there. Anyone canparticipate in the dance. Join the circle and imitate what others are doing.Awa odori of Tokushima and bon odori at Yasukuni Shrine, Tokyo are very famous.
Also, Toro Nagashi(floating paper lanterns) are held in some areas. On the evening of the 15th,people send off ancestor's spirits with a paper lantern, lit by a candle insideand floated down a river to the ocean. Fireworks displays (Hanabi-taikai) areoften held during o-bon. It is a typicalJapanese summer scene to see hanabi.
Since o-bon is animportant family gathering time, many people return to their hometowns duringo-bon. Most businesses are closed during this time. Although it is crowdedeverywhere, it is common for many people take trips during o-bon, too. Thebeginning and end of o-bon are marked with terrible traffic jams. Airports,train stations, and highways are jammed with travelers. I recommend you do nottravel around o-bon!
Unit2 Healthyeating
Teaching Aims ofthis unit
1. Talk about healthyeating
2. Making suggestionsor giving advice on diet
3. Distinguish themeanings of Modal verbs
4. Make a balancedmenu
5. Vocabulary:
6. fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protectiveget rid of, throw away, get away with, tell lies, earn one’s living in debt,set out run one’s business ,carry on
7. Speaking: Practicetalking about your ideas; practice giving suggestions and advice, practice
seeing the doctor.
8. The use o f ought to
The firstperiod Warming up and reading
Step Ⅰ Warming up
Review the wordsof foods by showing their pictures. First, ask students to list the foods theylike best. Then tick off 3 of them they eat most often. Second, show the threegroups of foods and see which group their foods belong to. Third, ask thestudents to tell us in what ways their foods help them grow.
Step Ⅱ Pre-reading
Get the students to discuss the questionswith their partners in this part. Then ask them to report their work. This partwill help the students understand the text.
T: Please look atthe slide show and discuss the questions with your partners. Then I’ll ask youto report your work. Are you clear?
Which food contains more… | Examples of foods | Answer |
Sugar | Chocolate or grapes Cakes or bananas | Chocolate Cakes |
Fat | Cream or rice Chocolate or chicken | Cream Chocolate |
Fiber | Peas or nuts Pork or cabbage | Nuts Cabbage |
protein | Potato crisps or ham Eggs or cream | Ham eggs |
Step Ⅲ Reading
Get the students to comprehend the passagequickly and accurately and meanwhile help the students to form a good habit ofreading. Give the students a couple o f minutes to look through the wholepassage. Tell the students to read the text silently and then ask for the mainidea of the text on the slide show with their partners. Encourage the studentsto express their ideas.
1. Fast reading
In this part askthe students to read the text quickly for the first time and find out the mainidea of the text. Then ask them to read the text again carefully to obtain somedetails. Before reading show the tasks and let the students read the tasksfirst. This text will help them have a good understanding of the text.
a. The two restaurants supplied the healthy diet.
b. The reason why Yong Hui’s restaurant was so popular withcustomers.
c. Wang Pengwei found out why he had lost his customers anddecided to win them back
2. Careful reading
T: Now it is timefor us to read the text carefully and decide which sentences are true. Thencorrect the false ones. First read the sentences.
a. Usually Wang Pengwei’s restaurant was full of people. (T )
b. Yong Hui served a balanced diet. ( F)
c. Yong Hui could make people thin in two weeks by givingthem a good diet. (F)
d. Wang Pengwei’s customers often became fat after eating inhis reataurant. (T)
e. Yong Hui’s menu gives them energy foods. (F )
f. Wang Pengwei’s menu gives tem foods containing fiber. (F )
g. Wang Pengwei admired Yong Hui’s restaurant when he saw themenu. (F )
h. Wang Pengwei decided to copy Yong Hui’s menu. (F )
Step Ⅳ Comprehending
By now, the students have had a furtherunderstanding of the text. Let the students read the text again and find outthe differences between the two restaurant.
T: Now please readthe text again and fill in the charttogether with your partner.
disadvantages | advantages | |
Wang Pengwei’s restaurant | Not giving enough foods containing fiber | Provide plenty of energy foods |
Yong Hui’s restaurant | Not giving enough energy foods | Providing plenty of fiber foods |
T: Until now wehave known what’s wrong with both restaurant. What does it matter if you onlyeat at one of the restaurant?
S1:…
S2:…
S3:…
T: You all have apoint here. But what will they do? We will see it next period. Facing theserious competiton Wang wasn’t lost in sadness and he didn’t quarrel with hiscompetitor either. He went to the library to learn more about healthy eatingand made his menu better than Yong Hui’s menu. Do you think we should followhis example?
Ss: Yes.
T: Now let’s dealwith some language points. Turn to page 10, let’s look at the sentences:
a. Wang Pengwei satin his empty restaurant feeling very frustrated.
This sentencemeans that the second action “ feeling very frustrated” happened together withthe main action “sat”. Pay attention to the form (v-ing)of the second action.
b. Nothing couldhave been better.
This sentence tells us that everything hasworked out the way you would like. It’s a sentence that we can use in anysituation.
c. He couldn’thave Yong Hui getting away with telling people lies!
This sentence means that he will punish YongHui for her telling lies.
Step Ⅴ Homework
1. Try to retell the text.
2. Prepare for the language learning and do Using words andExpressions on WB (Page 49-50)
The secondperiod Language study
Step ⅠRevision
1. Check the students’ homework.
2. Ask some of the students to retell the text.
Step Ⅱ Word study
This part is aconsolidation of the words in the text. Ask the students to do the exerciseindividually.
T: Now please openyour books and turn to page 11. Fill in the chart using the correct forms ofthe words which have the same root. Next activity is to match the definitionswith the words we have learnt form the text. I necessary, you can discuss withyour partners.
…
Step Ⅲ Grammar
The students willlearn the usage of modal verbs. First try to make the students clear thefunctions of modal verbs, with the help of the practice 1on page 12. Then givethem some examples.
T: Please pick outall the sentences containing modal verbs in the text.
a. By lunchtime they would have all be sold---It indicates possibility.
b. His restaurant ought to be full of people.---It indicates possibility.
c. What could have happened?--- It indicates possibility.
d. Nothing could have been better.--- It indicatespossibility.
e. Something terrible must have happened if Maochang was notcoming to eat with him as he always did.---It indicates guessing.
f. He could not believe his eyes. ---It indicates intension.
g. He wonder if heshould go to the library to find out ---It indicates duty.
h. He wouldn’t haveYong Hui getting away with telling people lies!---It indicates intension.
…
Step Ⅳ Homework
1. Review the rules of word formation and the meanings ofmodal verbs.
2. Prepare the Using Structure on page 50 by making adialogue in pairs.
Thethird period Listening
Step Ⅰ Revision
1. Check the using structure on page 50.
2. Ask the students to make a short dialogue in pairs.
Step Ⅱ Listening( using language)
The students will hear what Wang Pengwei didafter leaving Yong
Hui’s restaurant.Ask the students to finish the chart and answer the questions.
T: OK. We havestudied the text and know neither of the restaurant supplied a balanced diet.Let’s listen to the tape and see how the story went on. Go through the textquickly on page 14.
( Play the tape.Students write down the answers and check the answers with their partners.)
T: Now listen toit again and try to make sure your answers are right.
Energy-giving | Body-building | Protective |
Rice | Meat | Fruit |
Noodles | Fish | vegetables |
Nuts | Tofu | |
butter |
Step Ⅲ Listening (WB P48)
The students willheat a conversation between Hong Mei and the doctor. They are asked to doexercise according to the tape.
T: Doctor knowthat there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to adialogue. Hong Mei is going to see the doctor. Let’s see how the doctor givesher some advice. Listen carefully and do the exercises.
Red foods: stop (Only a little) | Orange foods: be careful( some every day) | Green foods: go( more every day) |
Butter, cream, nuts, cakes, foods fried in fat | Bread, noodles, rice, neat, cheese, egg, tofu | All vegetables( potato, cabbage, carrots..) |
Step Ⅳ Homework
1. Pre-view the reading(2) and reading task on Page 52. Seehow the story ended.
2. Find some information about healthy eating on theInternet.
The fourthperiod Extensive reading
Step ⅠRevision
1. Check the homework
2. Share the information the students have got form theInternet.
Step Ⅱ Pre-reading
Ask the studentsto read some proverbs and translate them into Chinese.
T: Today we aregoing to see the end of the story. First, please look at the blackboard and tryto translate the proverbs into Chinese.
a. You are what you eat.
b. An apple a day keeps the doctor away.
c. First wealth is health.
The studentsdiscuss with their partners.
a. 人如其食.
b. 一天一个苹果,医生不来找我.
c. 健康是人生的第一财富.
Step Ⅲ Reading
The purpose ofthis reading is to complete the story of Wang Pengwei and Yong Hui and show thestudents that it is never too late to change bad eating habits and beginafresh. After the fast reading, let the students do the exercises on page 15.Then let them match the words with their definitions.
T: Eatinghealthily means that no food in itself is good or bad. Eating properly dependson eating the right variety of foods in the right amount. Let’s read thepassage quickly and say what they did with their menu.
Ask the studentsto report their work.
What did they do? | Result |
Combine their menu and provide a balanced one 1. raw vegetables with hamburgers 2. the boiled potatoes, not fried 3. fresh fruit with ice cream | 1. cut down the fat 2. increase the fibre 3. a big success |
Then find thewords from the text to match the definitions.
Definitions | words |
Stare angrily or fiercely | Glare |
Take a long deep breath | Sigh |
Keep alive in a certain style | Earn one’s living |
Advantage or profit | Benefit |
Join or mix together to form a whole | Combine |
Owe a lot of money | In debt |
Step Ⅳ Homework
1. Collect eating attitudes from the Internet
2. Practice presenting reasons to support your ideas.
The fifth periodSpeaking
Step ⅠRevision
Check the students’homework.
Step Ⅱ Warming up
T: Work in pairsto act out the dialogue on page 13. One plays as the role of Jane and the otherplays the role of Susan. You are shopping in a supermarket.
First let thestudents make a good preparation themselves. Then ask several pairs to act outthe dialogue before the class. In this part the, try to make the class getactive.
Step Ⅲ Talking
If young people are too thin or too fat, itshows that they are not eating a balanced diet. So this exercise is toencourage the students to discuss how their diets may affect their quality oflife.
( Divide the classinto two groups: team A and team B.)
T: Now team A will take the role o f thepatient who is worried about being too fat and has gone to the doctor foradvice. Team B will take the role of the doctor and advise the patient how tochange his or her diet. Here are some useful expressions. Imagine what you will say to the doctor or patient. Discusswith your group members.
Doctor | Patient |
What’s the matter? | What should I do ? |
How long have you been like this? | What seem to be the trouble? |
I think you ought to.. | Do you think you could give me some advice? |
Perhaps you should… | |
I suppose you had better… |
Step Ⅳ Speaking task
This is the opportunity for the students todiscuss their reaction to the information they have received. It allowsstudents to have their own point of view and to practice explaining why theythink as they do.
T: In the readingtask we have read two speakers’arguments. Now it is your turn to discuss whatyou have heard at the meeting in groups of four. Two of ou argue for and twoagainst building the restaurant. The following is useful to you. Please look atthe table.
I don’t agree | That’s a good idea. |
I’m afraid not | Certainly/ Sure. |
Of course not. | All right. |
I don’t think so. | No problem. |
Yes, I think so. |
Step Ⅴ Homework
1. Review the sentence structures, new words and expressions.
2. Imagine the old local restaurant has gone. What do youthink should be built there. Present the advantages of your idea.
The sixthperiod Writing and re-viewing
Step ⅠRevision
Check the homework and take a dictation.
Step Ⅱ Writing
This is an opportunity for students topractice their persuasive writing skills and try to encourage others to supporttheir point of view. The idea of a new library is chosen because it would bevery useful in a town.
T: You know, we havemad ea decision that we won’t build a Mcdonal’s. But what do you think shouldbe built on the land? Can you write an article to support your idea? Give you20 minutes and finish your articles. Pay attention to the orders.
1. Describe the new design
2. Draw a plan
3. explain the advantages of your ideas
Unit Three TheMillion Pound Bank-Note
Teaching aims:
1. Talk about short stories and dramas.
2. Learn how to act out a play
3. Learn how to request and order food
4. Learn noun clauses as the object and predicative
The first periodIntensive reading
Step I.Warming up
1.Mark Twain isprobably one of the few American writers with whom students are alreadyfamiliar. This exercise makes the teacher find out how much the students knowabout this writer and decide how much they need to know about the author beforethey read the play.
T: Do you know something about the American writer MarkTwain?
Ss: A little.
T: Today we willlearn something about this great writer in the American history. Now pleaseread “About Mark Twain” on page 23 so that you can know more about him.
3. Students read the passage about Mark Twain and answer thequestions given in the form on page 23.
a. What’s the real name of Mark Twain?
b. When was he born and when did he die?
c. Do you know all the places where he lived?
d. Can you name three of his famous stories?
T: As we know,Mark Twain is known as a humorist during his life. And this is reflected in THEMILLION POUND BANK-NOTE. So, today we will learn some parts of this famous play.
Step ⅡPre-reading
Get the studentsto discuss the question with their partners and then ask them to report theirwork. Encourage to express their opinions freely.
T: If a richperson gives you a large amount of money to use as you like, for example, onemillion pound, what will you do? Why?
( Students have adiscussion on this question. Whatever choice students make here, they should beready to offer their classmates a good reason for it.)
…
T: I think all ofyou have a good idea. Do you want to know what happened to Henry Adams in THEMILLION POUND BANK-NOTE written by Mark Twain? Have you ever read the story? Sothis class we will learn the story together.
Step Ⅲ While reading
1. Scanning
Get the students to comprehend the whole scenequickly and accurately and meanwhile help them form a good habit of reading.Give the students some time to read through the scenes and then answer somequestions
a. How did Henry Adams come to England?
b. Where did Henry work before? How much did he have?
c. What did the two gentlemen give Henry?
d. When can Henry open the letter.
2. After the students discuss the questions and then checkthe answers with the whole class.
T: Listen to thetape and try to find out the characteristics of the whole passage.
Ss: This is partof a play. So, the narration is written in the present tense.
T: OK. All of youhave done a good job. Next, let’s read the scene again and do some exercises.
Step Ⅳ Post-reading
Do comprehendingexercises and explain :
a. a large amount of: a large quantity of; a great deal of
e.g. They bought alarge amount of furniture before they moved their new house.
b. make a bet: make an arrangement to risk money, etc. on anevent of which the result is doubtful.
e.g. We made a bet on the result of the match.
c. permit sb to do something: allow somebody to do something
e.g. My mother doesn’t permit me to ride inthe street after it rained.
d. by accident: as a result of chance
e.g. I only foundit by accident.
e. stare at: look at somebody or something with the eyes wideopen in a fixed gaze( in astonishment, wonder, fear, etc)
f. to be honest: to tell you the truth; to be frank
e.g. To be honest,I don’t think we have a chance of winning.
Step Ⅴ Homework
Review the key sentences in this part
Preview the words in the second period.
Act out the play in groups
The second period: Acting
Step I Acting
T: Are you readyto act out the play now< class?
Ss: Yes.
T: Good. Let’swelcome the first group and the second group please get prepared.
…
T: Class, weshould pay attention to some examples of Mark Twain’s humor in this scene,which will help us better understand the play and act it out moreappropriately. Do you agree with me?
Ss: Yes, ofcourse.
Step II Homework
Review what welearned in this unit
The Thirdperiod Watching the movie The MillionPound Banknote
Unit 4 Astronomy:the science of stars
Teaching aims:
1. Talk about the science of stars
2. Practise givinginstructions
4. Learn to use noun clauses as the subject
5. Learn to write an essay to show your problems and the wayto overcome them.
6. Vocabulary: astronomy, atmosphere, violent, explode,surface, disappointed, gradually,cheer, mass, harmful, presence, in time, prevent …from… depend on, now that,get the hang of, break out
The firstperiod Intensive reading
Step Ⅰ Presentation
T: Hello,everyone! Today we will come to Unit 4, Astronomy. Before that I have aquestion: where do we come from? Or we can say: Who are our ancestors?
S1: Monkeys!
S2: Beijing Renwho lived many years ago.
S3: dinosaurs
…
T: Very good! Do youknow what it was like before life appeared on earth?
S4: Full of water…
Bs: I don’t know.
T: Do you want toget more information?
Ss: Yes, we do.
T: Today we willlearn something about how life began on earth. Turn to page 25. Let’s come toWarming up first.
Step Ⅱ Warming up
5. Read the three questions, while the students listen andfollow.
6. Give the students several minutes to discuss thequestions.
7. Collect answers from the class.
8. Check answers while discussing.
Step Ⅲ Pre-reading
Get the students to discuss the questions onpage 25 with their partners. Then ask the students to tell their stories.Encourage them to tell different stories, If they don’t know any, tell themsome.
T: Now discussthese questions with your partners. Then I will ask some of you to tell us yourstories. Are you clear?
Ss: Yes.
a. Do you know each religion or culture has its own ideasabout the beginning of the universe? Give an example if you know.
b. Do you know what a scientific idea is?
Read some storiesto the students.
Pangu separatesthe sky from the earth;
The BiblicalAccount;
India;
Japan;
Europe;
…
Step Ⅳ Reading
1. Scanning
Get the students to read the passage quicklyand accurately and meanwhile help the students to form a good habit of reading.Give the students a couple of minutes to look throuth the whole passage. Tellthem to read silently and then ask some detailed questions about the text.Encourage them to express their ideas.
T: We are going tolearn a passage about how life began on the earth. Now read the text quicklyand then answer my questions.
a. What was there on the earth before life began?
b. Why do scientist think there has never been life on themoon?
c. Why do animals first appear in the sea?
d. Why do green plants help life to develop?
e. Why were mammals different from other animals?
Discuss the answers with the whole class.
2. Skimming
In this part,students will read the text again and finish part 1,2,3
T: Now skim thepassage fast to finish part1,2,3,4 Then we will check the answers together.
Key to part 1:DBIGEHACFJ
Discuss the restwith the students.
Step Ⅴ Listening
Listen to the tapefor the students to follow and have further understanding of the passage.
T: Read after thetape, then answer me some questions with your book closed.
a. How did water come into being on the earth?
b. Why is water important on earth?
Step Ⅵ Language points
T: Turn to page25. Let’s look at the sentences:
a. It exploded loudly with fire and rock, which were in timeto produce the water vapour.
Which leads non-restrictive attributiveclause.
in time: sooner or later; eventually
I will see him in time.
In time ( for sth/to do sth): not late
She will be backin time to prepare dinner.
In/out of time:in/not in the correct time
The audienceclapped in time to the music.
b. Nobody knew that it was going to be different from otherplanets going around the sun.
Be different from:not like someone or something else in one or more ways
City life is quitedifferent from country life.
c. Whether life will continue on the earth for millions ofyears to come will depend on whether this problem can be solved.
To come: serves asattributive
She is the lastperson to do such a thing.
Depend on:something might only happen or be true if the circumstances are right for it
Our successdepends on whether everyone works hard or not.
d. Walking does need a bit of practice now that gravity haschanged.
Now that: because of the fact that
Now that I amfree, I can enjoy music for a while.
Now that you havegrown up, you can decide it by yourself.
Step Ⅶ Homework
1. Retell the passage
2. Remember important language points
The secondperiod Language study
Step Ⅰ Revision
1. Check retelling of the passage
2. Translate the following sentences.
a. 你迟早会成功的.
b. 我的车与你的不一样.
c. 站在门旁边的那个人是谁?
d. 他总是第一个来,最后一个走.
e. 既然你已经长大了,你自己决定吧.
Suggested answers:
a. You will succeed in time.
b. My car is different from yours.
c. Who is the person standing by the door?
d. He is always the first to come and the last to go.
e. Now that you have grown up you can decide it yourself.
Step Ⅱ Word study
This part is a consolidation of the wordslearnt in this unit. Ask the students to do the exercises individually.
a. Page 27. First let students finish part 1,2
b. Check the answers with the whole class.
c. Give students 3minutes to finish part 3.
d. Let the students read part 4 for a while and finish it.
e. Turn to page 63. First let the students finish 1and 2 andcheck the answers.
Step Ⅲ Preparation
Show some sentences on the blackboard.
a. A tree has fallen across the road.
b. You are a student.
c. To find your way can be a problem.
d. Smoking is bad for you.
e. “How do you do?” is a greeting.
f. What she said is not yet known.
g. That we shall be late is certain.
h. It’s certain that we shall be late .
T: What part doesthe underlined part serve as in each sentence? Or find its subject in eachsentence.
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